7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
105-20 Upjohn Rd Unit, North York, Ontario, M3B 2V9, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
105-20 Upjohn Rd Unit, North York, Ontario, M3B 2V9, Canada
5,430.9 km
5,688.1 km
1944
2025
125
41
5 to 12
Nursery/Toddler to Preschool
Coed
Coed
Day
Day
English
English, French, Mandarin
Science and technology
Traditional
12 to 18
Varies
In-class adaptations
$13,000 to $16,000
$1,580 to $1,650
No
No
0%
0%
None
None
$0
$0
16
21
0%
0%
100%
90%
5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool
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Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportMiracle Montessori School has created a warm, nurturing learning environment that's centred on the child. Their thoughtfully prepared space encourages children to grow in independence and confidence while building in them a lifelong passion for learning. With dedicated AMI- or MACTE-accredited educators, small class sizes and mixed-age classrooms, they promote hands-on exploration, emotional well-being, and personalized learning paths uniquely developed for each child’s development. Their approach includes language immersion, real-world problem-solving, and teacher-child collaborations, all hallmarks of their personalized educational experience. Families are welcomed into their supportive atmosphere that values meaningful growth over academic pressure or standardization. Under the guidance of our founder and Executive Director, Nina Na, Miracle Montessori is committed to continuously investing in their staff, families, and learning environment to ensure that every child feels cherished, supported, and inspired as they eagerly explore the world around them.
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"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"Miracle Montessori School, located in North York, Ontario, serves up to 41 children aged 18 months to six years. We offer a warm, secure environment with customized Montessori education tailored to each child’s needs. Our AMI- and MACTE- accredited teachers and trained assistants support children’s development in age-appropriate ways. We proudly serve the York Mills/Leslie community. Our mission is to nurture each child’s spirit, fostering independence, curiosity, and a lifelong love of learning."
"We are a family oriented School. Small classes, individual attention."
"At Miracle Montessori School, we offer a deeply personalized Montessori education grounded in respect, connection, and child-led learning. What sets us apart is our commitment to customized learning paths tailored to each child’s developmental stage, interests, and needs. Our AMI- or MACTE-accredited teachers observe and guide rather than instruct, allowing students to progress at their own pace with confidence and joy. In our mixed-age classrooms, children build independence, empathy, and real-world problem-solving skills. We integrate language immersion into daily routines, fostering early fluency and cultural awareness. Emotional development is central to our approach—we support each child’s sense of security and belonging, nurturing the whole child. With a small and close-knit community, we offer consistency, connection, and meaningful relationships. The result: students who are not only academically capable, but socially confident, emotionally grounded, and motivated by a lifelong"
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"At Miracle Montessori School, our commitment to personalized, child-led learning means we intentionally deprioritize standardization, rigid benchmarks, and early academic pressure. Instead, we focus on nurturing each child’s curiosity, independence, and emotional development within an authentic Montessori environment. We value depth over speed, mixed-age collaboration over competition, and hands-on experiences over early technology use. While this may mean fewer structured extracurriculars or less emphasis on test-based outcomes, it allows us to invest in highly trained staff, customized materials, and strong teacher-child relationships. Guided by our vision to help each child reach their fullest potential, we also prioritize close partnerships with families and the growth of our educators. These choices reflect our belief that meaningful learning happens when children feel respected, connected, and free to explore—leading to capable, compassionate learners for life."
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"We find that students with a love for hands-on exploration, creativity, and practical problem-solving flourish in our Montessori environment. Families who are a strong fit value a whole-child approach and trust in a child-led, individualized learning journey. They understand that growth takes time and that success looks different for every child. These families are collaborative, communicative, and aligned with our belief that confidence, compassion, and intrinsic motivation are just as important as academic achievement. Together, we nurture joyful, capable, and lifelong learners."
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"While we warmly welcome families who share our values, we understand that Miracle Montessori School may not be the right fit for every child. Families seeking a highly structured, fast-paced academic environment with early emphasis on tests or competition may find our child-led, developmentally paced approach quite different from their expectations. Our calm, mixed-age classrooms support independence, hands-on exploration, and collaboration. We prioritize personal growth, curiosity, and the process of learning, rather than external rewards or frequent assessments. Additionally, while we strive to support every child with care and respect, our program is not designed to meet the needs of children who require significant specialized support. Our environment works best for children who are able to engage independently within the Montessori framework. Families who value a nurturing, respectful setting that honors each child’s individual journey tend to find the most meaning and success in"
"Our multicultural family oriented environment is appealing to most families"
"Families choose Miracle Montessori School because they are seeking more than academics—they want an environment where their child is known, respected, and supported as a whole person. Many parents tell us they are drawn to our calm, mixed-age classrooms, where children learn at their own pace and develop independence, curiosity, and confidence. Our adherence to authentic Montessori principles—combined with highly trained, caring educators—gives families trust in both our philosophy and our day-to-day practices. They also value our small, close-knit community, where communication is open and every child receives thoughtful attention. Compared to more traditional or academically accelerated options, families appreciate our balanced approach that prioritizes emotional well-being, love of learning, and self-motivation. Ultimately, they choose us because they want a nurturing, respectful environment that honors their child’s individuality and fosters joyful, meaningful growth."
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"In the public eye, Miracle Montessori School is known as a warm, welcoming, and attentive early learning environment where both children and parents feel supported. Families often describe us as calm, clean, and thoughtfully prepared—a place where children adjust quickly, grow confidently, and are treated with great care. People associate our school with individualized attention, consistent communication, and a team that truly listens. Our Montessori approach, delivered by experienced and nurturing educators, is seen as both professional and deeply personal. Many parents are surprised by how independent and joyful their children become in such a short time. Words like “trustworthy,” “patient,” and “dedicated” come up often in conversations and reviews. While small in size, our school has earned a big reputation for helping children—and families—transition with ease, build strong foundations, and experience the joy of learning in a space that feels safe, respectful, and like home."
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"One often underappreciated aspect of Miracle Montessori School is the intentional calm and order of our classrooms. Families notice the peaceful atmosphere but may not fully realize its purpose or impact. This calm is not accidental—it is the result of careful preparation, respectful routines, and our belief that children learn best in a setting where they feel emotionally secure and uninterrupted. The quiet allows for deep concentration, internal motivation, and respectful social interaction. Similarly, the role of the teacher as an observer and guide—not a constant instructor—is sometimes misunderstood. Yet this subtle, responsive approach supports a child’s independence and self-discovery more profoundly than direct teaching alone. Families also may not immediately recognize the power of our mixed-age classrooms, where peer learning and leadership develop naturally. These elements, though gentle and quiet in presence, have a transformative and lasting impact on the child’s confidenc"
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"Families are often surprised by how quickly their children adapt, grow, and thrive at Miracle Montessori School. While many expect a caring environment, they may not anticipate just how capable and independent even very young children become. Parents often mention the smoothness of the transition and the emotional support they receive—not just for their child, but for themselves. Frequent photo and message updates ease parental anxieties and build trust early on. Families are also surprised by the calm, focused energy of the classroom, and how much meaningful learning happens without worksheets, tests, or pressure. Our respectful, individualized approach allows children to lead their own learning in ways that are both joyful and effective. Many parents tell us they expected “daycare,” but what they discovered was a nurturing, beautifully prepared space where their child is known, valued, and given the freedom to grow confidently—academically, socially, and emotionally."
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"In line with our commitment to personalized, child-centered learning, Miracle Montessori School has made several recent improvements to strengthen the quality of care and education we provide. We’ve expanded our classroom materials to support hands-on, individualized learning across all age groups and introduced new Montessori resources aligned with children’s sensitive periods. To ease transitions for both children and families, we enhanced our parent communication system with more timely updates and reflections from teachers. We’ve increased professional development for staff, including Montessori refreshers and training on emotional regulation. Most recently, we’ve begun preparing a series of Parent Workshops designed to deepen understanding of Montessori principles and support families in applying them at home. These changes reflect our continued focus on trust, independence, and joyful learning—for both children and the adults who support them."
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"In the coming years, Miracle Montessori School will continue to deepen its commitment to personalized, Montessori-based education by strengthening both our classroom practices and family partnerships. We envision growing our Parent Workshop program to foster stronger home-school connections and support families in understanding child development and Montessori philosophy. We also plan to expand our library of Montessori materials and refine our environments to meet the evolving needs of our mixed-age classrooms. Continued investment in teacher training will ensure our staff remains inspired and grounded in best practices. Looking ahead, we also aim to enhance outdoor learning opportunities, supporting children’s connection with nature and their physical development. While our growth will remain intentional and child-focused, each step is designed to enrich the learning experience and ensure every child feels seen, supported, and inspired—today and into the future."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
As the founder and an internationally certified Montessori educator, I am dedicated to upholding the authenticity and integrity of the Montessori philosophy in every classroom at Miracle Montessori.
Our carefully prepared environment is rich in hands-on, self-correcting materials that inspire purposeful exploration. Within this structured yet nurturing space, children are free to follow their natural curiosity and choose activities that meet their developmental needs. Through repetition and deep concentration, they progress at their own pace—building independence, refining their skills, and cultivating a strong sense of confidence and intrinsic motivation.
At Miracle Montessori, connection comes before instruction. Before children can fully engage in learning, they must first feel safe, seen, and supported. That is why we begin by nurturing trust, love, and attachment—ensuring every child feels welcomed, valued, and deeply respected. With gentle observation, patient guidance, and intentional care, we support each child as they transition gracefully and securely into our environment.
Our approach goes beyond education—we nurture growth and development. We personalize, tailor, and honour each child's individuality. With patience, guidance, and unwavering respect, we walk alongside them—supporting their journey as they explore the world with their own hands, hearts, and minds.
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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.
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High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
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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.
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The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
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Calculators and computers are permitted in all math classes.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
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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
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
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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
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These programs have an equal emphasis on receptive and creative learning.
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This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
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Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
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Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
At Miracle Montessori, our preschool program strictly follow the AMI Montessori approach. Children learn through hands-on, self-correcting materials in Practical Life, Sensorial, Math, Language, and Cultural areas. Each classroom is carefully prepared to promote independence, concentration, and a love of learning. Multi-age groupings (2.5–6 years) foster peer learning and collaboration. Teachers, all AMI-certified, guide rather than instruct, observing each child’s readiness before introducing new materials. Emphasis is placed on freedom within limits, choice, and respect for each child’s developmental pace. Our calm, orderly environment supports self-discipline and deep engagement, allowing children to build confidence, responsibility, and foundational academic skills in a joyful and purposeful way.
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.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
We use multi-age classrooms to support peer learning and flexible progression. In-class ability grouping and differentiated instruction allow teachers to tailor lessons based on each child’s developmental stage, interest, and readiness. This ensures personalized pacing while fostering collaboration, independence, and a deep understanding of concepts across all learning areas.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
At Miracle Montessori, we combine the depth of the Montessori method with a rigorous academic culture, particularly in our approach to mastery and independence. While we honor each child’s developmental timeline, we maintain high expectations for focus, precision, and deep conceptual understanding. Our AMI-trained guides introduce progressively challenging materials based on readiness, ensuring students are consistently engaged at the edge of their abilities. We value effort, responsibility, and a growth mindset, encouraging students to take ownership of their learning and strive for excellence. Assessment is ongoing and observational, focused on mastery rather than rote outcomes. This rigorous yet respectful approach fosters intellectual curiosity, resilience, and a strong academic foundation that prepares children for lifelong success.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Miracle Montessori, we aim to cultivate intellectually curious and emotionally grounded individuals. Through the Montessori method, children develop critical thinking, creativity, and a deep understanding of concepts, not just memorization. Equally important is the development of emotional intelligence—self-awareness, empathy, and confidence—fostered through respectful interactions, self-directed work, and a calm, orderly environment. We believe true success arises from the harmony of intellect and emotional maturity. Our goal is to shape thoughtful, resilient individuals who are capable of independent thought, meaningful collaboration, and compassionate leadership. By nurturing both mind and heart, we prepare students not just for academic achievement, but for purposeful, balanced lives in an ever-changing world.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Information not available
Information not available
At Miracle Montessori, we are committed to providing a high-quality, focused learning environment aligned with the Montessori philosophy. Due to our specialized approach and limited resources, we are not equipped to support children with clinically diagnosed learning disabilities or significant behavioral challenges. If a child were to develop learning difficulties while enrolled, we would work closely with the family to observe and assess the situation, and offer short-term support within our capacity. However, if the child’s needs exceed what we can provide, we would recommend alternative programs better suited to support their development. To ensure the best outcomes for all children, we advise families of children with diagnosed learning disabilities to consider schools with appropriate support services.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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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
5 - 11
1%
0%
$0
$0
100%
90%
5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
At Miracle Montessori, we welcome children who are curious, independent, and eager to explore the world around them. Students who thrive in our environment are those who benefit from gentle guidance, show readiness for self-directed learning, and can engage respectfully with others. While no prior academic experience is required, children should demonstrate the ability to follow routines, show emerging focus and concentration, and adapt to a calm, structured environment. Families who value the Montessori philosophy and are committed to a respectful, collaborative home-school partnership are essential to each child’s success in our community.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
Book a Tour – Families are invited to schedule a school tour to learn more about our environment, philosophy, and daily routines.
Submit Enrollment Form – After the tour, interested families can complete and submit the Enrollment Form to begin the application process.
Secure Your Spot – A deposit of $1,000 is required to confirm enrollment. This includes a $500 registration fee (refundable) and a $500 non-refundable administrative deposit.
We encourage early registration, as spots are limited and offered on a first come, first served basis.
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