7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2050 – 21 Street NE, Calgary, Alberta, T2E 6S5, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2050 – 21 Street NE, Calgary, Alberta, T2E 6S5, Canada
5,430.9 km
7,241.5 km
1944
1974
125
550
5 to 12
Preschool to 6
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Traditional
12 to 18
Varies
Developmental, Behavioral
In-class adaptations
$13,000 to $16,000
$1,000 to $4,500
No
No
0%
0%
None
None
$0
$0
16
55
0%
0%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
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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 reportRenfrew Educational Services is a well-established, highly specialized school dedicated to supporting children with disabilities. Renfrew has developed a comprehensive, fully integrated model by bringing together speech-language specialists, occupational therapists, physical therapists, psychologists, and educators in the classroom to create personalized programs tailored to each child’s developmental needs. Small class sizes, purpose-built campuses, and a deeply inclusive, strengths-based approach allow students to grow academically, socially, and emotionally at their own pace. Families turn to Renfrew when traditional settings can’t offer the level of therapeutic support their child requires, valuing the school’s expertise, collaboration, and unwavering commitment to helping every child feel understood, supported, and capable.
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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."
"Renfrew Educational Services provides specialized education and integrated therapy for children from preschool to Grade 6. With multiple campuses across Calgary, Renfrew supports children with disabilities through small class sizes, onsite therapists, and personalized programs tailored to each child’s strengths and challenges. Families turn to Renfrew for its inclusive community, expert staff, and its longstanding commitment to helping every child grow, thrive, and reach their full potential."
"We are a family oriented School. Small classes, individual attention."
"Renfrew Educational Services exists solely to support children with disabilities—and that focus shapes everything we do. What makes Renfrew unique is our fully integrated model of education and therapy. Speech-language pathologists, occupational therapists, psychologists, and physical therapists work hand-in-hand with educators every day, within the classroom setting, to build personalized programs that meet each child’s academic, developmental, and emotional needs. This close collaboration ensures we see the whole child, not just a diagnosis. Our small class sizes, purpose-built spaces, and highly trained staff create a nurturing, inclusive environment where students are understood and supported. Families don’t just find a school here—they find a team that believes in their child, adapts to their strengths, and works tirelessly to help them thrive."
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"At Renfrew, we’ve made the deliberate choice to focus entirely on supporting children with disabilities. That means we put our time, energy, and resources into building a highly personalized and therapeutic learning environment, instead of offering traditional extras like competitive sports teams or a wide range of clubs. We’ve chosen smaller class sizes, more support staff, and purpose-built spaces—because that’s what our students need most. You won’t find a one-size-fits-all curriculum here. We’ve let go of rigid academic timelines so we can meet each child where they’re at, and help them grow at their own pace. Every decision we make is centered on inclusion, flexibility, and whole-child support. The tradeoff? A school experience that may look a little different—but feels exactly right for the families we serve."
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"Renfrew is designed specifically for children with disabilities who need individualized support to learn, grow, and connect. Students who thrive here may have complex learning needs, developmental delays, or require therapeutic supports that go beyond what traditional classrooms can offer. There’s no one “type” of learner we serve—our programs are built to adapt to each child’s strengths, challenges, and pace. What makes a child a good fit is simply this: they’ll benefit from a warm, supportive team that truly understands them. Families who get the most out of Renfrew are those looking for a collaborative approach—they’re open to communication, trust in the expertise of our staff, and value progress over perfection. Our school is a place for children to feel safe, seen, and capable—and for families to feel like they’re not in it alone."
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"Renfrew is a specialized school designed specifically for children with disabilities who require a highly individualized and therapeutic approach to learning. Families looking for a traditional academic program, standardized grade-level benchmarks, or a full range of extracurriculars may not find what they’re seeking here. We don’t offer competitive sports, gifted programming, or a fast-paced academic track. Instead, our focus is on developmental progress, communication, social-emotional growth, and creating a sense of belonging. Renfrew is also not a fit for students who do not have a diagnosed disability requiring therapeutic support. Families who value close collaboration with staff, flexibility in expectations, and a team-based approach tend to thrive here. Those seeking a more conventional school environment, or who prioritize academic acceleration over individualized growth, may be better supported elsewhere."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Renfrew because they’re looking for more than just a school—they’re looking for a team that truly understands their child. Many come to us after feeling unsupported or overlooked in mainstream settings. What sets Renfrew apart is our integrated model: therapists and educators work side-by-side to create a seamless, individualized program that supports both learning and development. Families often say they felt seen for the first time during our intake process. They value our smaller class sizes, the level of specialized expertise, and the calm, inclusive environment we’ve created. Parents also appreciate that Renfrew isn’t trying to fit their child into a box—we build the box around the child. Ultimately, they choose us because they want their child to feel safe, supported, and capable—and they trust Renfrew to deliver on that promise."
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"Renfrew is widely known as the school in Calgary for children with disabilities who need specialized support. In the public eye, we’re recognized for our deep expertise, compassionate approach, and long-standing commitment to inclusive education. Families, professionals, and community partners often describe us as a trusted, go-to resource for children with complex needs—especially when other settings haven’t worked. We’re seen as a place where children are met with patience, care, and a genuine understanding of who they are. There’s a sense that Renfrew “gets it”—that we’re not trying to make children fit into a system, but instead are shaping a system around them. While we may not be widely known for traditional academics or extracurriculars, we’re respected for what we do offer: hope, progress, and possibility for children who deserve to thrive."
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"One of the most significant and exciting changes at Renfrew is the construction of our new Legacy School, set to open in fall 2027. This purpose-built facility will serve children with disabilities from Preschool through Grade 12, bringing together decades of expertise into one state-of-the-art, fully accessible learning environment. Every detail—from specialized classrooms and therapy spaces to inclusive playgrounds and sensory-friendly design—has been thoughtfully planned to support the needs of our students. The Legacy School will allow us to expand our reach, increase enrollment capacity, and continue delivering our integrated model of education and therapy in a setting built entirely around the children we serve. This project reflects our ongoing commitment to innovation, inclusion, and providing the very best for families who trust us with their child’s growth."
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"Over the next five years, the opening and growth of our new Legacy School will transform the way we serve children with disabilities in Calgary. For the first time in our history, Renfrew will offer programming from Preschool through Grade 12 under one roof—allowing for a truly seamless, continuous educational experience. This purpose-built facility will enable us to expand our reach, increase enrollment, and deepen the level of individualized support we offer students. We’re also planning to grow our mental health services, enhance staff training in inclusive and neurodiversity-affirming practices, and continue refining our integrated education and therapy model. These changes will strengthen our ability to meet students where they’re at, for longer, with greater consistency and care. Everything we’re building is designed to give children with disabilities the environment, support, and community they need to grow and thrive."
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.
At Renfrew, we are proud to provide a safe, inclusive, and nurturing environment where every child is valued, supported, and empowered to reach their fullest potential. Our dedicated team of educators, therapists, and support staff work collaboratively to create individualized learning experiences that foster growth across all areas of development - academic, social, and physical.
We believe that strong relationships with families are at the heart of student success. As partners in your child's journey, we are committed to open communication, mutual respect, and shared celebration of every milestone, big or small.
Whether your child is beginning their first school experience or continuing their learning with us, we are honoured to be part of their story. Thank you for choosing Renfrew - we look forward to a joyful and rewarding year together.
Traditional
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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.
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.
At Renfrew Educational Services, the curriculum is thoughtfully designed to meet the unique learning needs of each child through a holistic, strength-based, and developmentally appropriate approach. Rooted in evidence-based practices and aligned with Alberta Education’s Program of Studies, the curriculum integrates academic, social-emotional, communication, and life skills learning. Multidisciplinary teams—including teachers, therapists, and educational assistants (Child Development Facilitators) —collaborate to create individualized Program plans (IPPs) that promote meaningful growth and inclusion. Emphasis is placed on building foundational skills through play-based learning, structured routines, and experiential opportunities that foster curiosity, confidence, and independence. This inclusive and flexible curriculum model supports the success of children with diverse abilities in a nurturing and engaging environment.
Traditional Math
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.
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.
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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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Systematic approach
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.
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.
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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Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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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Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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 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
Core Knowledge
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).
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).
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.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
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
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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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Play-based
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.
At Renfrew Educational Services, the preschool and kindergarten programs are grounded in a Developmentally Appropriate Practice (DAP) framework and a play-based learning philosophy that honours the individuality of each child. These programs are thoughtfully designed to support young learners with diverse abilities through a nurturing, inclusive, and responsive environment that promotes whole-child development. Renfrew recognizes that children learn best through play, especially in the early years. As such, play is not only encouraged but is intentionally structured to foster exploration, creativity, problem-solving, and relationship-building. Classrooms are rich with opportunities for active, hands-on learning that reflect children's interests, cultural backgrounds, and developmental stages.
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
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Supportive
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 “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.
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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
At Renfrew Educational Services, our developmental priorities focus on nurturing the whole child through individualized, strength-based support. We emphasize early communication, social-emotional learning, self-regulation, and foundational academic skills within inclusive, play-based environments. Guided by Developmentally Appropriate Practice (DAP), our multidisciplinary teams collaborate to promote each child’s confidence, independence, and ability to engage meaningfully with others. We meet children where they are and support their growth across all domains—cognitive, physical, social, and emotional—ensuring they are prepared for lifelong learning and success.
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.
Renfrew Educational Services provides specialized programming for children with a wide range of developmental, physical, emotional, and learning needs. Each student receives an individualized program plan (IPP) tailored to their strengths, challenges, and goals. Classrooms are highly structured, inclusive, and supported by small student-to-staff ratios. Accommodations and modifications are thoughtfully implemented to support access, participation, and achievement—this may include visual schedules, assistive technology, sensory regulation tools, adapted materials, and alternative communication methods. A collaborative team of certified teachers and on-site therapists—including speech-language pathologists, occupational and physical therapists, psychologists, and behavioural specialists—work together to integrate therapeutic strategies directly into daily routines. This holistic, team-based model ensures that each child receives consistent, meaningful support across all areas of development, helping them build the skills needed for lifelong learning and well-being.
Information not available
Renfrew Educational Services is not suited for students with a learning disabilities.
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RecreationalRec. |
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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%
0%
5, 6, 7, 8, 9, 10, 11, 12
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
Renfrew Educational Services provides specialized programs for children with a wide range of developmental, physical, behavioural, and leaning needs. Our programs are designed to support students with mild to complex disabilities, including but not limited to autism spectrum disorder, speech and language delays, cognitive delays, physical challenges, and social-emotional or behavioural difficulties. Each program is thoughtfully tailored to meet the individual needs or every child, creating a supportive and inclusive environment where all learns can thrive.
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
The application process at Renfrew Educational Services begins by completing the "Registration Inquiry" form on our website at www.renfreweducation.org. Once we receive your submission, the Site Manager from your selected location will contact you to discuss your child's needs and guide you through the next steps in the intake and registration process.
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