65 Rue Saint-Pierre, Rigaud, Quebec, J0P 1P0, Canada
37 Southbourne Avenue, North York, Ontario, M3H 1A4, Canada
Indirect Support:
65 Rue Saint-Pierre, Rigaud, Quebec, J0P 1P0, Canada
37 Southbourne Avenue, North York, Ontario, M3H 1A4, Canada
1850
2011
2010
30
Preschool to 12
JK to 8
Coed
Coed
Day, Boarding
Day
French, English
English
Academic
Academic
Traditional
Traditional
Varies
4 to 8
Learning, Developmental
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$5,075 to $14,735
$20,000 to $26,000
$15,335 to $34,860
Yes
No
0%
0%
None
None
$0
$0
126
3
5%
0%
0%
90%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, K, 1, 2, 3, 4, 5, 6
8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 8
No
No
No
No
information not available
information not available
Some schools really do have it all, and College Bourget is one of them. Located near major urban centres, it also has the benefit of a bit of distance from them, allowing opportunities for a robust program of outdoor education and much else. The facilities, true to the school's long history, are stunning. The physical education spaces—from ice rinks to playing fields, to fitness and recreation spaces—are as good as it gets. There is a sense that you are in an institution with a long life and indeed, it's approaching two centuries since its founding. That said, classrooms and common spaces are modern and well-appointed. It’s the largest French-language boarding school and, language aside, one of the larger schools in the country. Day students outnumber the boarders, though for all, when on campus, there is a feeling of participating within a complete community, one in which all needs are met on campus. The school was begun by the Clerics of Saint Viator, and takes its name from the bishop of Montreal who served in the 19th century. While the foundation in humanist values remains, as does the religious tradition, the student population is notably diverse, both culturally and in terms of religious observance. It’s simply one of the best schools of its type in the country.
View full reportThe mantra of private education is “fit”—finding the right environment for your child’s specific learning needs. Magnificent Minds is a great example of that concept, to be sure. While there are psychoeducational services and support in place for students who are diagnosed with autism spectrum disorder, the school’s approach can benefit a range of learning needs; most often children arrive here coming from environments that, for whatever reason, were unable to provide the supports they needed. The school is small, and for the families that enroll here, that is one of its great benefits. Instruction is student-centred, adapting to the needs of each individual. There is an emphasis on play, and an awareness of the benefits of growing a positive sense of self within a close community of peers. The context of possibility, of celebrating and building upon a child’s unique talents and ability, for many students has been transformational.
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"Founded in 1850 and situated on a magnificent site at the base of Mont Rigaud, the College is located between Montreal and Ottawa. This exceptional environment offers a safe haven encouraging an active lifestyle where sports and the arts are at the heart of our activities. At Collège Bourget, students can choose to study in French or English. We offer the French program from kindergarten to grade 11 and the English program from grades 9 to 12."
"Magnificent Minds Inc. offers low-ratio classes for students from kindergarten to grade 8; using the science of learning, and a hands-on approach, we motivate our students to reach their best, and become resilient life long learners. With a strong emphasis on developing the whole child, and adjunct programs targeting executive functioning, mindfulness, community involvement, and social and behavioural skills, we offer programming that acknowledges the need for a multi-disciplinary approach to education."
"All students have access to an integrated study period or a passion program during the school day."
"Differentiated (and individualized) instruction occurs in all aspects of our programming as we work through academic and social-emotional curriculums specific to the needs of our students. In developing our yearly goals, we recognize that many of our students possess uneven learning profiles (advanced in one subject, behind in another) and work with our multi-disciplinary team to fill in gaps as we build on existing strengths."
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"The enriched academic program for all students, the extracurricular activities and elite level sports programs."
"Our expertise in specialized (individualized) education and our commitment to celebrating, and respecting, neurodiversity comes through in everything we do, from goal setting to planning community events for our students to enjoy."
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"The beautiful campus located on Mont Rigaud"
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"We offer both a French and English high school curriculum."
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Collège Bourget stands out by its true desire to provide a comprehensive education to every child welcomed under its roof.
Building on a history rich in success stories, the College asserts its convictions with values that give meaning to life, such as respect, solidarity, surpassing one’s self and care. It is how, every day, we renew our commitment to do everything we can to develop the children to their full potential and according to every aspect of their personality.
Joining Bourget is entering a big family, where capability and joie de vivre go hand in hand. Come see us and you will be convinced of the power of our academic community.
Have a pleasant visit on our website and subscribe to our Facebook page!
We hope to welcome you into the Bourget family.
Thank you for considering Magnificent Minds as a potential community for your child(ren) and family. You may be seeking a first placement in which to begin your educational journey, responding to a current situation which is not meeting the mark, or acting proactively to pursue 'the right fit'. Wherever you're coming from, we welcome you.
When families arrive at Magnificent Minds we often hear statements like “finally!", "and “I wish I had found you sooner!” Your community is waiting for you! At Magnificent Minds, you will find like-minded parents and professionals who champion your child to success, irrelevant of past experiences; we recognize that every child can learn to love their school, and take pride in their accomplishments.
Our approach reflects a strong foundation in language-based programming, emotion regulation training, education for students with complex profiles and a psycho educational niche which addresses the development of multiple intelligences. We work within a multi-disciplinary context and are supported by a team of dynamic and engaging educators with a history of successfully motivating our students to reach personal greatness.
We look forward to discussing your particular needs, and wish you the best of luck as you pursue personal greatness for your child(ren).
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
At Collège Bourget, every student, from kindergarten onward, grows through different spheres: arts, sports, community service and science. Our extended schedule and double transportation service allow us to provide a rich and diversified academic and athletic experience. Students at Collège Bourget can enjoy a plethora of options to fill their academic curriculum, while practicing a high-level sport or take part in an artistic program. Our team of outstanding teachers are supported by a dynamic group of educators, animators, counsellors, coaches, and professionals. They work on a dally basis to guide our students to success. Within the class schedule, specific periods are dedicated to enrichment and remediation to ensure students achieve their potential. All College Bourget students benefit from academic enrichment and innovative pedagogical practices. The pedagogical vision is based on a collaboration between parents, teachers and administration with: - Clear and continuous lines of communication - Clear expectations - Provision of support - Evaluation based upon a judgement at the end of each term supported by varied evaluation throughout each term.
We believe that in order to get our students to their final destination, it's essential to understand where they have come from. With a hands-on approach to student-directed inquiry and a data driven evaluation process, we provide a concrete account of student gains, areas of need and next steps for programming. Working from the Ministry of Education curriculum and additional curriculum documents chosen for each class based on the needs of its students (social curriculum, language-based curriculum, emotional awareness curriculum, life/leisure skills curriculum and so on) , our program targets student growth across over 20 domains of development. Our program pursues holistic development, which targets the whole body and whole mind. We work from a psycho-educational framework which enables our teachers to understand and motivate our students in a way they have often never experienced.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
In Secondary 4 and 5 (Grade 10 and 11) students follow one of two Math pathways: Mathematics - Cultural, Social, and Technical Option (CST) This option, or profile, prepares students for further studies in social sciences, communications, or the arts. Mathematics – Natural Sciences (SN) This profile is specifically aimed at students wishing to get into the fields of pure or natural science and research This profile is a prerequisite for Physics and Chemistry courses in Secondary 5 (Grade 11).
In the instruction of mathematics we strive to balance traditional and inquiry based methods. By teaching real life application of standard mathematical units we provide context and opportunities to practice skill development in a functional way.
Various government approved textbooks are used to support the program, the English sector (Bourget College) also uses an online platform called Math Help Services which provides video instruction and practice problems and quizzes for students.
Varies by grade. Please inquire.
Students are permitted to use scientific calculators, when considered appropriate by the teacher.
No policy exists. In the event that calculators are needed, we will provide these to our students.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12.
We use a phonics-intensive approach to target the development of reading skills. In addition, we use systematic measures to address reading comprehension using leveled reading curriculum.
No
Collège Bourget does not use DIBELS testing to assess reading progress.
Writing
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use a leveled reading curriculum to assess progress, and provide curriculum guidance.
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Collège Bourget expects our students to be able to produce texts and various forms of media that demonstrate their creative writing skills. Students use their own personal device in the class.
The teaching of foundational writing skills occurs with the use of a systematic procedures which addresses the core components of writing successfully. By learning the 'rules of writing' in a way that is concrete and quantifiable, our students develop the ability to plan, write, revise and publish various forms of written material.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
In Secondary 4 (Grade 10) all students complete the Science and Technology Course; most students also complete the Environmental Science and Technology course which provides enrichment and is a pre-requisite for the Secondary 5 (Grade 11) Physics and Chemistry courses. All students at the high school level are evaluated in two competencies: theory and practical (labs). A “parcours passion” program is offered to students who are interested in robotics.
In science class, our students get busy 'doing'. We take curriculum strands and present information in a way that allows our students to generate hypotheses, make predictions and assess their findings.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
The Collège Bourget pedagogical committee has developed a literacy program and strategies to develop literacy skills from kindergarten to Grade 12. Collège Bourget offers various forms of literature to its students.
Our literature program begins by teaching foundational literary analysis skills, and develops into a more sophisticated application of these findings. Students are asked to make links between what they read and what they know; we provide our students with a framework for literary analysis which maximizes student success.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Thematic social studies units allow our teachers to create engaging lessons at every grade level. By offering a balance between student-directed and teacher-directed learning, our students explore culture, communities, and more.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Collège Bourget teaches World History and Geography at the Junior High School level. In Secondary 4 (Grade 10) students focus on Quebec and Canadian History and must write a final government exam in History, this is a mandatory course for graduation. Humanities and Social Sciences In Secondary 5 (Grade 11) students can choose to study 20th Century History and Politics as an elective course.
Information not available
Collège Bourget High School students can select their language of instruction. In Secondary 1 to 5 (Collège Bourget) students can take all academic subjects in French, there are two levels of English offered in the French program; regular and enriched. In Grade 9 to 11 (Bourget College) students can take all subjects in English, there are two levels of French offered in the English Program; regular and enriched. The Grade 12 course in Bourget College is taught entirely in English and follows the Ontario curriculum. Students wishing to learn a third language can take a “parcours passion” program in Spanish.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Students can select their preference of a fine arts course, they can choose from visual art, drama or music. The college also offers a “parcours passion” for dance where students can participate in competitive dance competitions. The college also offers a “parcours passion” in fashion design.
Our arts-based programming reflects an appreciation for the creative process. Using arts-based modalities, our program targets the development of creativity, imagination, self confidence and an appreciate for the process of art-making (without any pressure to pursue perfection; it's all about the process). Students are encouraged to investigate a variety of forms of art, develop an appreciation for iconic artists and explore art-making in a way that is student-centered.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Collège Bourget is developing a computer literacy program for students from kindergarten to grade 12. Students at the high school level use their own personal device in the classroom. A “parcours passion” program is offered to students who are interested in robotics, they participate in robotics competitions.
Technology is used in the classroom to help deliver content and solidify understanding. IPads, and desktop computers are available for learners for research and computer literacy.
Web design
Robotics
Computer science
Physical Education is an integral part of the curriculum at Collège Bourget, physical literacy is an important part of our curriculum. Students will have the opportunity to learn various different individual and team sports, we also take advantage of our amazing campus location to participate in outdoor education and winter sports.
Our program upholds the ideal that an active body yields an active mind. We integrate daily physical activity into our classrooms through outdoor adventures, daily sports and recreation periods, bi-weekly yoga classes, and a focus on health and wellness training. In addition to physical activity, we put significant focus on nutrition and health and strive to teach stress management techniques throughout the day.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The educational mission describes College Bourget as an environment designed for student growth. We ensure students achieve their full potential and succeed academically whilst helping them to be respectful citizens who contribute to their community. The quality of our programs, services and infrastructure provide opportunities for students to find their passion and achieve their personal objectives.
Our program blends play-based and academic instruction; we spark curiosity through play, teacher-directed instruction and opportunities for hands-on investigation. Our students develop learner readiness skills, which position them to thrive in a variety of future learning environment. With a multi-disciplinary approach, we pursue communication, social skills, cognitive development, scientific discovery, gross and fine motor skills. imagination building and artistic inquiry.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
We offer split level classes as a way to maximize the effectiveness of ability-groupings.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Collège Bourget offers a challenging academic program in a supportive environment.
Academic excellence is a major driving force of our program, however, developing a love of learning, a deeply rooted sense of curiosity and the confidence and willingness to investigate play an equal part.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our holistic frameworks caters all areas of develop and appreciate the importance of each domain.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We use a multi-disciplinary approach incorporating principles of emotion regulation, and anxiety/stress management. We provide ample behavioural supports within the classroom and offer a standard 1:4 student to teacher ratio, or the option of a 1:2 student to teacher ratio or a 1:1 student to teacher ratio as student need dictates. We offer 1:1 services to augment our school program.
Information not available
We are positioned to support a variety of learner profiles, including those with complex profiles or learning histories. We are positioned to support children with additional needs in a variety of ways, as stipulated by our comprehensive individualized education plans.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Basketball |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
0%
90%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, K, 1, 2, 3, 4, 5, 6
8, 9, 10, 11
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 8
No
No
No
No
No
No
No
No
No
No
No
No
Students who benefit from hands-on, systematic teaching in a low ratio environment where a balanced educational curriculum is presented.
Kindly note that the admission requirements vary according to the Franchophone and Anglophone sectors. Please refer to the admission pages for the different levels.
FRENCH SECTOR - Secondary 1-5
Video information/content:
ENGLISH SECTOR - Grades 9-12
Step 1: Complete an online application by clicking FORM.
Step 2: Upload the following supporting documents:
Video information/content:
Step 3: Some applicants may be invited to an interview with the Director of Bourget College.
It's important that our school is the right fit for each student placed with us. We require an informal interview, or meet and greet, with each prospective student prior to offering a placement. We work collaboratively with parents and other stake holders (previous schools, support team, caregivers, etc.) to assess learner history, next steps for goal development and long term outcome.
