70 Morven Drive, West Vancouver, British Columbia, V7S 1B2, Canada
207 Bayswater Avenue, Ottawa, Ontario, K1Y 2G5, Canada
Indirect Support:
70 Morven Drive, West Vancouver, British Columbia, V7S 1B2, Canada
207 Bayswater Avenue, Ottawa, Ontario, K1Y 2G5, Canada
1984
1989
1256
150
JK to 12
1 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
16 to 22
8 to 14
Learning, Developmental
Dedicated class; in-class adaptations
$23,800 to $28,150
$15,400 to $18,000
Yes
No
2%
0%
6 to 12
None
$7,500
$0
84
13
0%
0%
22%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades 1 - 12
Yes: grades 8 - 12
No
information not available
information not available
Two campuses, an AP offering, Round Square and an extensive roster of co-curriculars, Collingwood frankly has it all. It’s the largest day school in the region, and likely the country, and it benefits from its size through unequalled physical and human resources and a broad, varied course offering. That the campus is divided between two properties adds a welcome dimension—while student life is vibrant and busy, the division allows for a personal feel and sense of community in the day-to-day. Through the Four Strands program the school rightly requires students to participate in all areas of student life, including athletics, with recreational as well as competitive options. Perched in beautiful West Vancouver, the bussing system is proprietary, with routes servicing a wide catchment area, including North Shore from Deep Cove and into South Vancouver. In all, if there's a down side, we've yet to find it. The ideal student is one who will thrive in a vibrant, supportive instructional and social environment, and preparing for post-secondary education.
View full reportSchools are founded for a range of reasons, though a few are founded out of a very acute need, and that’s the case with Heritage. Louise Brazeau-Ward’s son had dyslexia, and she had watched him struggle in traditional academic settings, something which inspired her to make a difference in his life and the lives of others like him. Today she’s a world renowned expert in dyslexia, and a proponent of the Orton-Gillingham multi-sensory approach to instruction which she then adapted. All of that forms the foundation of Heritage Academy, the school that Brazeau-Ward created in 1989. Today the school is run by her daughter, and the program, though having grown over the years, remains consistent to its founding mission. The school provides support for students with dyslexia as well as other challenges. The environment—one that is created to address the needs of the students—can itself be transformative. For many students, that’s what Heritage principally offers.
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"The atmosphere is tight-knit and supportive, with a strong sense of community."
Yuri Park - Alumnus (Feb 23, 2024)
Looking back on my overall experience at Collingwood I am more than grateful. For me, it was life-ch...
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"My experience at Collingwood School was quite amazing!"
Zach Yakaoma - Alumnus (Feb 23, 2024)
My experience at Collingwood School was quite amazing, no lie! I really felt that Collingwood was co...
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" ... were able to customize a plan to teach to his strengths."
Kim Bridgeman - Parent (May 02, 2018)
Our son had many difficulties in the regular school system due to a number of learning disabilities ...
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"...emerged from the school with a giant smile and said, "THIS school is where I belong"."
Lisa Gomes - Parent (May 02, 2018)
My child appreciates the individual attention afforded by small class sizes as well as the flexibili...
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"...thoroughly impressed with the teaching staffs' dedication and care."
Susan Ward - Parent (Jul 18, 2018)
My daughter transferred mid-year. She likes the small classroom setting and the teaching staff. She ...
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"Collingwood is one of Canada's largest JK-Grade 12, university-preparatory day school's, located on two campuses in beautiful West Vancouver. Our students participate fully in the School’s four strands: academics, athletics, arts and service. We are recognized for our robust Advanced Placement program, our university acceptance record, our outdoor Explore program, and our award-winning sports teams and musical groups. We are a member of ISABC, NAIS and we are a CAIS-accredited school."
"Heritage Academy specializes in supporting students with Dyslexia, as well as students with other language-based learning exceptionalities. Our multisensory environment and smaller class sizes are beneficial for students with a wide range of other exceptionalities. By promoting the values of honesty, perseverance and teamwork, Heritage Academy fosters acceptance and growth among our students and enables them to reach their full potential."
"Collingwood inspires and supports our students to pursue their passions with an educational experience that provides unique pathways and a personalized approach to learning. Our commitment to learning and teaching excellence from JK- Gr. 12 provides an exceptional academic foundation in literacy and numeracy with enriched knowledge and skills that exceed the BC Curriculum. We also offer an exceptional array of co-curricular programming across Academics, Arts, Athletics and Service."
"Our environment, with smaller class sizes and less stimulus, are often advantageous to students with ADD/ADHD. In addition, our teachers bring in the use of frequent body breaks, use of manipulatives, use of multisensory fidgets and use of the desk bicycles.
By promoting the values of honesty, perseverance and respect, Heritage fosters acceptance and growth among our students, and enables them to reach their full academic potential. We love to see students learn how to succeed and enjoy school."
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"Families choose Collingwood for its: personalized and inclusive approach to learning which fosters academic excellence and well-being; for the diverse array of co-curriculars offered across the four strands--academics, athletics, arts and service learning; and for the dedicated faculty who value experiential learning, collaboration, character development. The School's EDI (Equity, Diversity and Inclusion) Commitment strives to ensure every person feels welcomed, understood and valued."
"Families have grown to know Heritage as a school that provides both academic and social support for students struggling in their current environment. Heritage believes in the potential of our students. Once they have been provided with the tools and strategies to help them learn based on their individual profile, our students can excel and reach their utmost potential."
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"Collingwood is committed to making students feel empowered with their own capabilities and strengths. Not only is the caliber of teaching outstanding--our faculty and staff care deeply about student wellbeing, individual growth and development with a view to the future. The University Guidance Department meets regularly with students in high school to guide individual post-secondary planning. Additionally students are supported by counsellors, specialists, Heads of House and Advisors."
"By engaging students with multisensory teaching techniques and by using different modalities, students love to learn at Heritage.
We help students foster new friendships and face new challenges with a positive and open approach. Children deserve an environment that is nurturing, and understanding each student's true potential is essential."
"At Collingwood, we care for each student as if they were our own. By providing a diverse array of co-curricular and curricular programming, we are able to support each student as they each pursue their individual passions. With a focus on individualized learning, we partner with our students to achieve their best. We emphasize the importance of community and prioritize our students' wellbeing and growth. We are deeply committed to hiring and retaining the best and brightest faculty and staff."
"Our teachers and tutors are dedicated to making a difference in their students' lives. Working tirelessly to ensure the curriculum is delivered engagingly and that students progress in the areas that may have been difficult for them, our staff ensures that each student enjoys school and is part of the learning adventure each grade experiences. We follow the "Tribes" program and want all students to feel included and part of the Heritage family."
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As Collingwood’s sixth Head of School, it is my honour and privilege to welcome you as a prospective member of our caring and vibrant learning community.
As you will see, Collingwood is a very special community with much to offer. Our mission to inspire and support young people for meaningful lives is at the core of everything we do. With innovative technology and our design thinking approach to curriculum, we provide our students with a time-honoured Four Strand approach to education - offering the very best in academics, arts, athletics, and service learning. We work hard to know each child as an individual. We will identify their abilities and understand their nature. We will help them find their passions. Ultimately, our commitment is that we will care for each student as if they were our own child.
I look forward to meeting you in person and further introducing you to our wonderful community of educators and families.
Lisa Evans,
Head of School
Heritage Academy of Learning Excellence, founded by Louise Brazeau-Ward, has come a long way since its inception. In the early 1980s, Louise (as she is known at the school) was a frustrated parent tired of watching her dyslexic son continually struggle in school. This compelled her to focus her time and energy towards dyslexia research in order to help her son and other children struggling with this learning exceptionality. Through her involvement in this issue, Louise became an internationally recognized expert in the field of dyslexia research and therapy. With the goal of providing an academic environment that met the unique needs of students with dyslexia and other learning exceptionalities, Louise opened Heritage Academy in 1989.
As Louise began to train new teachers, she recognized the necessity for a specialized system to support the development and strengthening of written language skills in dyslexic students. To meet this need, she developed the Simultaneous Multisensory Teaching method (SMT), a unique learning system available in both English and French. Since its introduction, teachers, students and parents alike have found this system to be a highly effective way of improving and enhancing reading, writing and spelling skills in dyslexic students. SMT is still taught at Heritage Academy, with the concepts being integrated into all aspects of the curriculum. SMT is also utilized in schools and homes throughout Canada and abroad.
With Louise Ward’s retirement in 2006, Heritage Academy is now under the watchful eye of Cheryl Ward, Louise’s daughter. The school has grown larger, but remains true to its original purpose. We continue to specialize in supporting dyslexic students, and have expanded our expertise to provide additional comprehensive support to students with a variety of learning exceptionalities. By promoting the values of honesty, perseverance and respect, Heritage Academy fosters acceptance and growth amongst our students, and enables them to reach their full academic potential.
Awareness of learning exceptionalities has been steadily increasing in recent years. Learning exceptionalities are being more readily diagnosed and progress is being made to lift the negative connotations traditionally associated with such exceptionalities.
Recent research has concluded that dyslexia, ADHD and many other learning exceptionalities are not linked to levels of intelligence. Rather, this indicates that students who receive appropriate accommodations to support their learning challenges can still excel academically.
This is where Heritage Academy can help: We are an Ottawa-based school specializing in helping students with learning exceptionalities reach their highest academic potential. Unlike most schools, Heritage Academy offers small classes with no more than twelve students per teacher. We teach grades 1-12 and provide each student with a supportive learning environment and customized learning approach that best suits their individual learning needs. Heritage Academy: Our methods work – come check us out!
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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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GRADES 1-8 Our program offers a rich curriculum stressing disciplined learning. Skill development is a major goal of a demanding academic program. All classes emphasize the need to write, speak and listen effectively. Some students entering these grades already have had a history of school failure because of reading, writing and math difficulties. GRADES 9-12 Our high school courses lead to the Ontario Secondary School Diploma (OSSD). Courses offered by Heritage Academy have been developed according to the requirements of the Ontario Ministry of Education and Training. CLASS SIZE Our average class size is 12 students, with 1 main teacher, 1 resource teacher, 1 behavioural interventionist, and 2 educational assistants on staff.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Multi-sensory and Hands on Approach to Mathematics. We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
We utilize textbooks that follow along with the Ontario Curriculum as well as online resources (ie. Mathletics, Gizmos).
Information not available
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.
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.
We are certified Ontario school and follow the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
We are a certified Ontario school that follows the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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
Physiology
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.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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.
Information not available
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Web design
Robotics
Computer science
The Physical Education Department provides students with the opportunity to develop appropriate fitness and motor skills, acquire knowledge, and demonstrate a positive attitude in a variety of recreational and team related activities. Students will be encouraged to take risks, challenge themselves, work with others cooperatively, and develop an appreciation of a healthy lifestyle through daily activities. While students are evaluated on participation, attendance and personal fitness, we encourage students to take ownership of their learning by getting involved with the evaluation process.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
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Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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Standard-enriched
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.
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Social - Socially aware and active citizens, motivated to change the world (or their community) for the better.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
6 - 12
2%
0%
$7,500
$0
22%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades 1 - 12
Yes: grades 8 - 12
No
Yes: grades 8 - 12
No
Yes: grades JK - 7
No
No
No
No
No
Please visit our Admissions Page for more information.
Late applicants may be accepted depending on available space. In this instance an individual pay schedule will be created on a case-by-case basis. Please contact us at 613-722-0133 with any questions regarding our admissions process. We also encourage you to visit Heritage Academy and see for yourself how our unique program works.
