531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
11499 The Gore Road, Brampton, Ontario, L6P 0B2, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
11499 The Gore Road, Brampton, Ontario, L6P 0B2, Canada
5,693.0 km
5,703.7 km
1953
2007
450
140
JK to 12
Nursery/Toddler to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Montessori
15
24 to 30
Learning, Developmental, Behavioral
$10,000 to $16,000
$4,576 to $18,700
Yes
No
18%
0%
JK to 12
None
$900
$0
30
8
0%
0%
0%
0%
information not available
information not available
information not available
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Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades Nursery/Toddler - 12
No
No
information not available
information not available
Crawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
View full reportKMSchool offers a distinctive Montessori program for children from 18 months to Grade 12. The program is founded on a deep respect for the child and a belief in their innate drive to learn. What sets the school apart is its highly personalized approach, where students progress at their own pace, supported by educators who honour their strengths, interests, and cultural backgrounds. Multilingualism is another defining feature, with early instruction in French and Punjabi and additional support available in Arabic, Urdu, and several African languages. As the region’s only multi-faith Montessori school, KMSchool fosters an environment where diversity, inclusion, and moral character are central to daily life. The program combines authentic Montessori principles with thoughtful flexibility, incorporating entrepreneurship projects, educational trips, and hands-on learning experiences. Families choose KMSchool for its warmth, its commitment to cultural and linguistic richness, and its holistic focus on independence, responsibility, and community-minded growth.
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"My experience at Crawford was transformational."
Kimberley Springer - Alumnus (Mar 09, 2021)
My experience at Crawford was transformational. I had the opportunity to learn practical life skills... View full review
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"Established in 1953, Crawford is committed to the holistic development of our students through academic excellence, spiritual nurture, enhancement of social & physical abilities. With an emphasis in music, science, technology, sports, we are a balanced, co-ed family of schools - campus locations in North York (Main JK-12), Pickering (East JK-8) & Mississauga (Peel JK-8) - that successfully develops students for post-secondary education & their chosen career path and to remain committed to a lifestyle of service."
"KMSchool offers accredited Montessori education for children from 18 months to Grade 12. Rooted in two core Montessori principles - deep respect for the child and a belief in their natural drive to learn - our approach nurtures independence, curiosity, and personal growth. The thoughtfully prepared learning environment at KMSchool integrates ethnic language, culture, and faith, supporting the development of well-rounded, culturally grounded students."
"We blend rigorous academics with the values of Christian character education, developing both the minds and hearts of our students. Our Christ-centred approach is linked with smaller class sizes and personalized instruction, ensuring that teachers are attuned to each student’s unique strengths and aspirations. We prioritize active participation in music, sports, and science, utilizing extracurricular opportunities to reinforce leadership, teamwork, and responsibility. Distinctively, our school culture encourages community engagement and service, with students actively involved in music ministry and outreach projects. Through holistic education, including spiritual growth, critical thinking, and physical activity, we prepare students to excel academically and become compassionate, effective leaders, surpassing the boundaries of traditional schooling."
"At KMSchool children progress at their own pace and with confidence in alignment with the Montessori curriculum. We stand out by offering a personalized education that respects each child’s abilities strengths and interests. This approach supports students in reaching their full potential while encouraging independence and a love of learning. From the age of 3, students are introduced to French and Punjabi to support early multilingual development. Our multilingual team speaking also Arabic, Urdu and several African languages can also offer personalized language instruction based on family needs. We also prepare students for the real world through entrepreneurship projects and educational trips that build practical skills and global awareness. We value diversity and inclusion. As the only Montessori school in the area offering a multi-faith environment, we welcome families of all backgrounds and beliefs-creating a safe respectful space where every child can grow with confidence."
"To maintain small class sizes and provide personalized, holistic Christian education, we focus resources on critical programs, music, science, athletics, and faith formation, occasionally limiting the range of specialized electives or luxury amenities. This ensures depth and quality in student experiences and community engagement."
"At KMSchool we remain committed to our core Montessori values while recognizing the importance of flexibility to meet the diverse needs of families. We often make thoughtful tradeoffs in areas such as technology use activity types and flexibility. Each family’s request is carefully reviewed and when possible we adapt our approach to support their needs. We believe in liberty and choice within limits balancing traditional Montessori principles with openness to innovation. This allows us to respond to the evolving demands of the world while staying true to our mission. Our goal is to prepare students to become independent responsible and confident citizens ready to face real-life challenges. We encourage collaboration curiosity and community spirit helping children grow not only academically but also socially and emotionally. We provide an environment where children are respected supported and empowered to thrive in a changing world while staying grounded in strong educational values."
"Crawford Adventist Academy’s journey began in 1953, when the Willowdale Seventh-day Adventist Church opened Toronto Junior Academy to serve the educational needs of its children. The addition of a purpose-built facility, made possible by the generosity of Dr. Erwin Crawford, set the stage for growth and innovation, and his name became an inspiration for the school's identity. In 1978, the creation of the Toronto Adventist District School Board united local Adventist churches in a shared vision for holistic education, providing stability, resources, and governance as the school expanded. Responding to community demands, the academy added junior high and high school grades in the early 1980s. The 1990s and 2000s saw further milestones as new campuses opened in Pickering (East) and Mississauga (Peel), allowing Crawford to serve a growing and diverse student body. Each expansion reflected Crawford’s core mission: to deliver Christ-centred, whole-person education for students across the Gre"
"Key junctures that have shaped our school include our founding in 2007 with a clear vision to align Montessori principles with the Khalsa philosophy of nurturing diversity as a global family, establishing a strong foundation from the outset. The expansion into Elementary (2009–2010), followed by Toddler, Junior High, and Senior High programs, reflects our commitment to supporting the full developmental journey of each child. Our transition to multiple sites, and later to a purpose-built campus on The Gore Road in 2018, marked a significant investment in both growth and environment. The pandemic further strengthened our resilience and adaptability, as we preserved program integrity through online and hybrid models. Most recently, the consolidation of all programs into one unified campus represents a defining milestone, bringing our community, vision, and environment together in a cohesive, future-focused way."
"Crawford Adventist Academy is ideal for students and families who value a well-rounded, faith-based education integrating academic rigour with spiritual, musical, and athletic pursuits. Students who engage deeply in community service, appreciate small class environments, and actively nurture personal integrity and leadership skills thrive here. We welcome those eager to ask questions, seek growth beyond academics, and show respect for diversity. Students do not have to be Seventh-day Adventist, but must be open to a Christ-centred environment. A genuine desire to contribute positively, embrace service opportunities, and balance study with extracurricular involvement are key indicators of fit within our supportive and caring school community."
"At KMSchool we welcome families who are seeking more than just academic success for their children. The ideal fit for our school are families who value education that nurtures independence responsibility and strong moral character from an early age. We are looking for parents who want their children to grow into good citizens who contribute positively to their communities with teamwork empathy and integrity. Our environment supports students in becoming confident and trustworthy individuals capable of making thoughtful choices. Families who join us are ready to embrace the challenge of raising children who are not only academically prepared but also culturally aware and morally grounded. At KMSchool students are encouraged to think critically act compassionately and take initiative to be active participants in creating a better world. We believe education is a partnership and we seek families who are committed to walking this meaningful journey with us."
"If a family prefers an academically focused institution without integration of Christian principles, Crawford may not align with their desires. Our curriculum is Christ-centred, and participation in religious activities is integral. Those looking for highly specialized academic or extracurricular tracks, such as extensive Advanced Placement courses or elite athletic programs, may not find their preferences met. Families uncomfortable with regular faith-based instruction, required community service, or engagement in music and the arts may feel out of place. Furthermore, if a student is disinclined toward community engagement, active participation, or upholding our core values of service and respect, alternate schools may better accommodate their educational needs and values."
"At KMSchool we understand that each family has unique values and expectations when it comes to their child’s education. Some families may feel that our school is not the right fit if they are seeking a strict uni-cultural or single-faith environment. At the heart of our philosophy is a deep respect for diversity in all its forms including culture language and belief. We proudly promote an inclusive atmosphere where children learn to appreciate different backgrounds and ways of thinking. Our students grow in an environment that celebrates openness respect and understanding of others. We believe that such diversity enriches the learning experience and helps shape well-rounded compassionate individuals. Families who are looking for a space where their child can interact with a variety of cultures and faiths while being guided by strong moral values will find a supportive community here.KMSchool is a place where unity and diversity walk hand in hand for a more peaceful and respectful world"
"Families are drawn to Crawford Adventist Academy by our holistic, Christ-centred education, which consistently yields high academic achievement, a compassionate peer culture, and a strong sense of community. Our proven record for university acceptance, individualized attention in small classes, and rich musical and athletic programs attract those looking for comprehensive student growth. Active engagement in service and a supportive, nurturing ethos that prioritizes both spiritual and academic development make our school stand out as a trusted, well-rounded choice."
"Families choose our school because they seek more than academics—they want an environment that supports the full development of their child. They are drawn to the authenticity of our Montessori program, where learning is individualized, purposeful, and rooted in independence rather than standardized outcomes. A key differentiator is our integration of multi-faith and cultural programming, allowing students to build a strong sense of identity while developing respect for others. Families also value the continuity we offer from toddler through high school, creating consistency in philosophy and relationships. Our emphasis on real-world learning, including student-led initiatives and participation in Montessori Model United Nations, further sets us apart. Ultimately, families choose us because their child is known, supported, and challenged in a calm, intentional environment."
"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"At KMSchool we are well-known for our high academic standards combined with the flexibility needed to support each child’s unique journey. We build strong and close relationships with our families creating a foundation of trust and collaboration. Our openness to the evolving needs of the world allows us to prepare students with the skills and mindset required to succeed beyond the classroom. At the same time we celebrate and value diversity in all its forms believing it enriches our community and shapes more empathetic and open-minded individuals."
"Our robust music program is often underrecognized for the transformative impact it has on student confidence and community connection. From early grades, students engage in music lessons and ensemble performances at church services and public events, encouraging teamwork, discipline, and expression. Another underappreciated area is our deep focus on early literacy, which sees even Senior Kindergarten students achieving reading skills well above the norm, providing a foundation for long-term academic success. The seamless integration of faith with curriculum, where values, service, and academics reinforce each other, may also go unnoticed compared to standardized achievements. Families who choose us often comment on the strong bonds formed, the genuine care among staff and peers, and the real-world readiness their children gain."
"An aspect of our school that is often underappreciated is the long-term value of a true Montessori education in preparing children for a rapidly changing, AI-driven world. While families see the independence, hands-on materials, and calm classrooms, they may not fully recognize how intentionally these elements build critical thinking, creativity, problem-solving, and self-direction. In an age where information is abundant and automation is accelerating, the ability to think deeply, ask meaningful questions, and adapt with confidence is increasingly essential. Our classrooms are designed to cultivate exactly these capacities—not through passive learning, but through active exploration and ownership. Over time, this approach develops not only strong learners, but individuals who are prepared to navigate complexity, innovate, and lead with purpose in an uncertain future."
"The high university acceptance rate, despite our moderate school size, often impresses newcomers. They may not expect the breadth and quality of music and sports opportunities, or the warmth of our close-knit, supportive school community, all distinguishing features that set us apart from typical private schools."
"What often surprises families is the depth of community they experience once they become part of our school. While they may initially be drawn to our programs and environment, they do not always expect the strong, family-like culture that develops over time. Relationships between teachers, parents, and administrators evolve into genuine partnerships rooted in trust, communication, and shared purpose. Students grow within a community where they are truly known and supported, and this sense of belonging extends well beyond the classroom. Many families are also surprised by how connected our alumni remain, often returning to visit, mentor, and stay engaged with the school. Over time, what begins as a school choice becomes a lasting community—one that supports not only the child’s growth, but the entire family’s journey."
"Crawford Adventist Academy has invested in the improvement and expansion of our facilities, including updated classrooms and gymnasiums across campuses. Recent upgrades in technology have enhanced both teaching and student learning. Our music and science programs have been expanded, and new wellness and academic support systems have been implemented to address students’ evolving needs. Additionally, safety and accessibility improvements ensure our campuses remain inviting and secure. These enhancements reflect a continued commitment to high-quality, holistic education."
"Recent improvements at our school reflect our commitment to providing a cohesive, future-focused learning experience. A key milestone has been the consolidation of all programs onto a single campus, strengthening continuity, collaboration, and a shared sense of community across all age groups. This unified environment allows us to more fully realize the Montessori vision of a connected learning journey from early years through adolescence.
We have also expanded our adolescent offering through the introduction of a high school program in partnership with Vaughan College and Bridgemont School. This reflects our commitment to supporting students beyond elementary years while maintaining our core values of independence, critical thinking, and real-world readiness."
"In the next five years, Crawford will prioritize further campus upgrades, expand elementary and JK capacity, and enrich reading and STEM initiatives. Plans include broadening community and church partnerships, implementing new leadership programs, and deepening our commitment to personalized student support, ensuring all learners flourish spiritually, academically, and socially."
"Over the next five years, our school will continue to deepen its commitment to a fully integrated Montessori journey, while evolving to meet the demands of a rapidly changing world. With all programs now unified on one campus, we will further strengthen continuity across age groups, allowing for greater collaboration, mentorship, and a cohesive community experience.
We plan to continue developing our high school program, ensuring it reflects both Montessori principles and real-world readiness through experiential learning, leadership opportunities, and global engagement. At the same time, we will enhance our learning environments and programs to further support critical thinking, creativity, and adaptability—skills essential in an increasingly complex and AI-driven world.
Our focus remains on nurturing capable, grounded individuals who are prepared not only for academic success, but for meaningful contribution in a global society."
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Since our founding in 2007, our purpose has been clear: to create an environment where each child’s natural tendency to learn is nurtured, where they are truly understood and accepted, and where they are guided to grow into capable, thoughtful, and grounded individuals. Rooted in Khalsa and Montessori principles, and enriched by a deep respect for diverse faiths and cultures, our school is built on the belief that education must develop the whole child - intellectually, socially, emotionally, and spiritually.
Choosing a school is one of the most meaningful decisions a family will make. It is not simply about academics, but about the kind of person your child will become. Within our classrooms, students are encouraged to think independently, act with integrity, and approach the world with curiosity and confidence. They are not driven by external pressure, but by an internal desire to understand, create, and contribute.
What makes our school truly special is the strength of our community. Relationships between students, parents, and educators extend far beyond the classroom, forming a partnership grounded in trust, care, and shared purpose. Over time, this grows into a deep sense of belonging that continues long after students graduate.
As we look ahead, we remain committed to preparing our students for a rapidly changing world. In an age shaped by technology and artificial intelligence, the ability to think critically, adapt, and lead with purpose has never been more important. Our role is to nurture not only strong learners, but self-driven, creative individuals ready to navigate complexity and contribute meaningfully to society.
As a parent, I understand the trust you place in a school. It is both a responsibility and a privilege we carry with great care. I invite you to explore our community and experience what makes our school a place where children grow - not only in knowledge, but in character, confidence, and purpose.
Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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.
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No
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
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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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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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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 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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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Web design
Robotics
Computer science
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Montessori
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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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.
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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.
Our academic culture is grounded in a supportive, process-oriented approach where deep understanding, curiosity, and independence are prioritized over short-term performance. Students are encouraged to engage meaningfully with their work, take ownership of their learning, and progress at a pace aligned with their development. High expectations are maintained through thoughtful guidance, individualized goals, and consistent follow-through, rather than external pressure. Mistakes are viewed as part of the learning process, fostering resilience and confidence. Within this environment, ambition is cultivated intrinsically—students are motivated not by competition, but by a genuine desire to grow, explore, and achieve mastery. As a result, strong academic outcomes emerge naturally from a foundation of engagement, discipline, and a lifelong love of learning.
"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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Our developmental priorities are to nurture balanced, spiritually grounded individuals who are self-driven, creative, and guided by a strong sense of purpose. We aim to support students in developing not only intellectually, but also socially, emotionally, and ethically. Within a prepared environment, students learn to take ownership of their learning, think independently, and approach challenges with curiosity and creativity. Spiritual development is fostered through reflection, an appreciation of diverse faiths, and a deeper understanding of self, community, and humanity. At the same time, we cultivate balance—encouraging ambition alongside humility, and independence alongside collaboration. Ultimately, we seek to develop confident, principled individuals who are capable of thinking deeply, acting with integrity, and contributing meaningfully to the world around them.
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
Information not available
Information not available
Information not available
Information not available
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
JK - 12
18%
0%
$900
$0
0%
0%
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
No
No
No
No
No
Successful students at Crawford Adventist Academy strive for excellence and attain maximum scholastic achievement; foster spiritual growth; are drug free and refrain from the use of other narcotics that promote an unhealthy lifestyle, maintain a safe environment, are willing to cooperate with others in a way that improves school life; welcome all races; show pride in their uniform, school, home, church and country; are critical thinkers; are courteous and respectful; safeguard the moral tone of the school; upholds high athletic ideals and recognizes that he/she is part of a team; belong to a community which includes those who have gone before, those who are present and those who will follow.
Admissions for new students is based on:
1. Completion of the Admissions Application
2. Receipt of all required documents
3. Testing
4. Interview with the Family
5. New Parents are required to attend an Orientation Session.
For your initial Admissions appointment, please bring the following original documents:
1. Proof of Canadian Citizenship/Residency
2. Ontario Health Card
3. Immunization Record
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