7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2250 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2250 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1, Canada
5,430.9 km
5,701.0 km
1944
2002
125
60
5 to 12
2 to 8
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Traditional
12 to 18
4 to 8
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$13,000 to $16,000
$35,000
No
No
0%
0%
None
None
$0
$0
16
9
0%
0%
100%
85%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 2 - 8
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 reportWildwood was founded in 2002 in order to serve primary and middle-grade learners who require more support than they would find within a traditional classroom. The environment—both physically and pedagogically—was designed to address the needs of students with Attention Deficit-Hyperactivity Disorder, dyslexia, and autism Spectrum Disorder. In some senses, that describes quite a range of students and abilities, including those who may function both above and below their peers. While the classroom setting and extra-curricular activities provide opportunities for social development, the pace of instruction is individualized. The intention is to prepare students for high school, developing a personalized suite of strategies and skills necessary for them to make the most of academic life once they leave Wildwood after grade 8.
View full reportinformation not available
"Very small class sizes and group sizes (as the kids break into learning groups). Wildwood provides the most one to one attention of any private school we researched."
Kimberly Bell - Parent (Apr 15, 2019)
My daughter struggled in the public system with dyslexia and was not receiving enough support. It w... View full review
"Wildwood has not only improved the quality of life for my son, it did so for our entire family."
Michelle - Parent (Mar 05, 2025)
Public school was always difficult for my son. Diagnosed with severe anxiety and learning disabiliti... View full review
"The teachers are excellent and passionate about teaching neurodivergent children."
Darren McLennan - Parent (Mar 25, 2025)
Wildwood Academy is an exceptional school with dedicated, compassionate staff and teachers who truly... View full review
"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."
"Wildwood Academy is a charitable, not-for-profit school specifically designed to meet the needs of students with exceptionalities and students who require extra support to upgrade their academics. Through research based teaching and positive reinforcement, we close gaps in student knowledge and build students' confidence in their own ability to learn. Wildwood Academy offers all academic subjects from Grade Levels 2-8, as well as Emotional Intelligence classes, clubs, field trips, and extracurricular activities."
"We are a family oriented School. Small classes, individual attention."
"Wildwood academically groups students based on their needs and level of learning, not their age. Students have individualized schedules, so in every class they are in they are neither bored nor frustrated. The teacher does not need to modify curriculum, and can teach more to the students in the class.
Wildwood uses Direct Instruction Programs to teach academics. Direct Instruction Programs are scientifically based and validated by research. They are proven to be effective in closing academic gaps and teaching more to students in less time. These programs offer repetition, explicit linking of concepts, high frequency of student participation, and continuous monitoring of student progress.
Wildwood Academy has Emotional Intelligence Classes where students explicitly learn self-regulation and social skills. Based off monthly Character Education and the PEERS program for making and keeping friends, students learn skills they need for social success."
Information not available
"Wildwood Academy uses Direct Instruction, an explicit and prescribed method of teaching for academic classes (Math, Reading, Writing and Spelling). This style of teaching is not play-based , and students are learning from the teacher not their own exploration. At Wildwood, we have had a huge amount of success with Direct Instruction, which is proven to give students a strong academic base. Teachers bring their joy and personality to classes, and make these lessons fun and engaging for students. We make up for the more structured lesson time with 5 minute body breaks at the end of every class, 3 recesses a day, 3 free choice club blocks a week, and incorporate exploration based learning into our lessons in Arts, Physical Education, and Emotional Intelligence."
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"In 2002, Wildwood Academy was founded by two parents who could not find a suitable education for their son. Wildwood began with 6 students, and has grown to 60."
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"Wildwood best supports students who need extra support in their learning, or who are learning at dramatically different grade levels in different subjects. For example, if a student is working at a grade 3 level in reading, but a grade 6 level in math, they would be placed into those classes. Students all have individualized schedules and move around the school to the classroom reflecting the curriculum best suited to their level and learning style. We find the perfect balance between boredom and frustration where optimal learning can take place. Students who get the most out of their time at Wildwood tend to benefit from small class sizes and explicit instruction to master concepts."
Information not available
"Wildwood has a large campus, but a small student body. With only 60 students, and class sizes between 4-14 (ratio maximum 10:1), students get to know the whole school and make close social connections. We combine students with other groups for social, sporting, and free-choice clubs. Students who wish to be in large groups all the time may find Wildwood's small size too small. Some families participate in out of school clubs for more social connections.
Wildwood is a member of the Private School Athletic Association (PSAA), has a fully equipped full-size gymnasium, basket ball courts, a soccer field, and a recreational field. Wildwood participates in 2-4 PSAA events and competitions with other schools per year. Due to our smaller size, we do not participate as a school in more than 4 competitive sporting events per year. Many of our students with special sports interests (example: hockey or baseball) participate on teams outside of school."
"Our multicultural family oriented environment is appealing to most families"
"Wildwood is a wonderful environment for students who are having challenges learning in the typical classroom environment. Whatever the barrier to learning may be: attention and focus, gaps in knowledge, learning disability, processing speed, etc., Wildwood's small class sizes and personalized student schedules can make a huge difference. We work with families to create individualized learning goals for each student. Goals are different for every student, but may include: catching up to grade level and rejoining their previous school, learning to read, closing gaps in knowledge, developing tools to manage dyslexia, etc.
Students that need more support at Wildwood can participate in our Education Assistant (EA) Program. Their EA is dedicated specifically to them to shadow and assist them throughout their day. This can be beneficial for students who need extra breaks, support managing their belongings, or support learning in class."
Information not available
"We are well-known for closing gaps in student understanding, support students with exceptionalities, catching students up to grade level, and supporting students who need individualized schedules. For academic subjects, we group students based on the level and style of their learning, not their age level. When students are surrounded by others working at the same level, their self-confidence and their participation in classes improve. If students are above grade level in one subject, and below in another, they will be placed in classes that meet their learning needs. Students with a gifted/LD profile benefit from this type of flexibility in student grouping."
Information not available
"Wildwood Academy offers two Emotional Intelligence Classes per week. During these classes, students work with their homeroom on self-regulation, social skills, and conflict resolution. These classes utilize teacher created lessons, the PEERs program for making and keeping friends, and a Character Education Program. Students learn skills they need to navigate social and emotional situations in their future. This ties into our philosophy of educating students holistically."
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"Parents are often surprised how happy and engaged students are in classes. Many students who have typically not liked school in their past have found their place at Wildwood and are now happy to attend school."
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"In 2023, Wildwood received a generous donation and was able to upgrade all of our projector technology and provide every student with their own ChromeBook. Students utilize Google Classroom to complete and submit assignments. We have two computer and STEM classes where students utilize these for skills such as typing, coding, and building their skills for Google Sheets and Slides."
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"Wildwood will continue to provide individualized schedules and education to students who need more support in their learning. We will continue to improve every year through Professional Development, new technology, and new ways to reach students."
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 Wildwood Academy, we believe that every child deserves an environment where they feel safe, valued, and empowered to reach their full potential. Our philosophy, “A place where every child can learn,” is the foundation of everything we do.
Wildwood Academy was founded in 2002 by a family who, like so many others, faced the challenge of finding a school that truly met their child’s needs. Their son, diagnosed on the autism spectrum, needed a learning environment where he was not only supported but also challenged and encouraged to thrive. When they couldn’t find the right fit, they built one. Today, Wildwood Academy continues that legacy—offering a dynamic, personalized educational experience for students with dyslexia, ADHD, executive functioning challenges, autism spectrum disorders, learning disabilities, anxiety, and other exceptionalities.
Our approach is centered on providing the right level of support and challenge for each student. Using Direct Instruction Programs and skill-leveled groupings, we tailor our teaching methods to ensure students receive individualized instruction that meets their needs. With small class sizes and highly trained educators, we create an environment where every student receives the attention and encouragement they deserve. Beyond academics, we focus on building confidence, resilience, and essential life skills through emotional intelligence classes and character education initiatives. We also foster strong community partnerships that extend learning beyond the classroom, providing students with opportunities for growth in real-world settings.
The moment you walk through our doors, you’ll feel the warmth, support, and dedication that make Wildwood Academy truly special. If your child’s current educational environment isn’t meeting their unique needs, Wildwood might be exactly what you’ve been searching for.
We warmly invite you to visit Wildwood Academy, meet our passionate team, and experience firsthand the transformative environment we’ve created. Wildwood isn’t just a school; it’s a family, and we would be honored to welcome you and your child into our community. Together, let’s build a brighter future where every child can thrive.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
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.
Wildwood Academy is an academic school. We provide very substantive support for students with special needs and learning challenges.
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.
Students are taught using Direct Instruction Programs, which explicitly teaches concepts and links existing knowledge to new concepts.
DISTAR Math Programs, Connecting Math Concepts, Saxon Math, Jump Math *Please note that this list is not exhaustive, and programs are chosen based upon student need.
Calculators and computers are permitted in all math classes.
Calculators can be a valuable life skill should students require them.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
Using our Direct Instruction programs, students are taught sound-symbol correspondence, as well as important blends that are necessary to effective decoding. Mastered words are integrated into stories, where students are required to answer related comprehension questions. Tests are administered regularly to ensure mastery.
Equal balance
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.
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.
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.
Emphasis is placed on giving students ample opportunities to write, while providing explicit instruction in grammar, parts of speech, and various learning strategies. Tests are administered regularly to ensure mastery. Students participate in Direct Instruction Programs, but have opportunities to be creative as well.
Equal Balance
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.
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.
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.
Programs balance expository and inquiry-based learning. Many hands-on opportunities are provided.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Novel studies and literature are selected based on student interest and ability level.
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.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
Information not available
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.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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.
Information not available
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.
Each student has their own Chromebook to utilize in class, however there is still an importance placed on writing skills and paper and and pencils are used.
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.
While there is an emphasis on skill, students are taught activities with the goal of understanding in mind. We focus on functional movement skills and participation. We want our students to love being active so that they are healthy in their future.
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Not applicable
Information not available
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
Students are grouped based on academic level for Math, Reading, Writing and Spelling.
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.
Core academic skills are the focus, in a supportive and caring environment.
"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.
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."
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Information not available
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
Accommodations
Modifications
Extra support
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.
Wildwood Academy is designed to help students with special needs and learning difficulties. Our whole school runs based on the philosophy that each child is unique, and so their learning plan should also be unique.
Information not available
Wildwood is specifically designed to support students with learning disabilities. With small class sizes, grouping based on ability, additional support, repetition, review, and specialized strategies, we help students with learning difficulties.
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%
85%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 2 - 8
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Students must be able to attend to a lead teacher in a classroom, independently manage their belongings, understand and attend to their bodily signals (example: hunger, thirst, temperature, toileting, etc.), and show that they have self-regulation skills to not disrupt the classroom environment. If a student does need more support in one of these areas, we can offer our Educational Assistant Program, where an Educational Assistant is paired specifically with the child and helps them meet their needs throughout their day. Wildwood also has a 1:1 program, where one teacher is paired with the student and can support them academically to build the skills the student needs to be in larger Wildwood classes. The increase in support does come with an increase in tuition costs.
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
At Wildwood, we have a three step admissions process.
Step 1: A discovery phone call with the principal. Parents have a chance to ask questions and discuss if Wildwood Academy is a good environment for their child.
Step 2: A private school tour. The principal or director will tour parents around the school and talk about how specific aspects of the day could help the child applying. Parents get to see classes, meet students, and see a snapshot of life at Wildwood Academy.
Step 3: A visit/trial day. The child applying to be a Wildwood student will come into the school for a half day or full day. They will be paired with a buddy for the day who is at a similar level and follow their schedule. This day allows our team at Wildwood to ensure that this is the best fit for the student. If there is evidence that Wildwood is a good fit, our team will complete some assessments with the child to determine grade levels in various subject areas. This gives us their placement to create their personal schedule.
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