531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
155 Consumers Rd #101, North York, ON M2J 0A3, North York, Ontario, M2J 0A3, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
155 Consumers Rd #101, North York, ON M2J 0A3, North York, Ontario, M2J 0A3, Canada
5,693.0 km
5,687.4 km
1953
2019
450
53
JK to 12
9 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
15
1 to 8
Learning, Developmental, Behavioral
$10,000 to $16,000
$22,800
Yes
No
18%
0%
JK to 12
None
$900
$0
30
13
0%
0%
0%
55%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 9 - 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 reportAmong the relatively small, student-centred private schools, North York Academy (NYA) stands out. Its class sizes are capped at eight, which allows teachers to track each learner daily and provide targeted mini-lessons and one-to-one tutorials. The school’s calm, close-knit, and international community supports both academic focus and genuine belonging, while mentored co-curricular programs in music, art portfolio, chess, and AI & Robotics turn student interests into meaningful opportunities. NYA’s signature E.D.G.E. program offers transferable university credits and, for eligible students, accelerated consideration for Year-2/3 entry at top North American universities. With a successful track record of university placement and a reputation for responsive programming and transparent communication, the NYA appeals to families looking for a highly personalized, academically focused, and well-supported pathway to post-secondary success.
View full report
"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
"North York Academy has been a wonderful place for both academic and personal growth."
Yasaman Shetabi - Parent (Apr 27, 2026)
North York Academy has been a wonderful place for both academic and personal growth. The teachers ar... View full review
"Their teaching methods are very engaging!"
Dinh Tue Minh Tran - Student (Apr 27, 2026)
It has been quite an interesting experience, as I only started studying here at the beginning of thi... View full review
"The teaching at North York Academy was strong and supportive overall."
Jiaqi Cai - Alumnus (Apr 27, 2026)
My experience at North York Academy as an online student was overall pretty good. The teachers were ... View full review
"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."
"North York Academy is a student-centred private high school in North York. We have a maximum class size of 8, so our teachers know every learner and provide genuine one-to-one support. For academics, our E.D.G.E. program offers the potential for Year-2/3 entry at top North American universities. A close-knit, global community and small-group, mentored extra-curricular activities—music ensembles, art-portfolio, chess, AI & Robotics—support growth. 100% graduation; 90% graduates admitted to first-choice university."
"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."
"What we do differently:
• Student-focused. Class sizes are capped at 8. Our teachers track progress daily, run targeted mini-lessons, and schedule short one-to-one tutorials. Students receive timely support and build steady confidence.
• Responsive programming. When a student proposes an interest, we mobilize resources and provide programs that match those interests—true to our motto, Unlocking Potential, Inspiring Growth.
• University preparation. dedicated counsellor team supports applications, essays, interviews, and scholarships. Our E.D.G.E. program offers transferable credits and, for qualified students, accelerated pathway for Year-2/3 entry at top North American universities.
• Culture. Calm, respectful, and close-knit; students are known, and families receive clear communication."
"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."
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"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"
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"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."
"Students at NYA benefit from genuine individual support in small classes—whether they’re aiming to get ahead, building confidence, or simply looking for a school that knows them well. Interests become opportunities through mentored programs in music, art-portfolio, chess, AI & Robotics and athletic development. Our international community makes it easy to form lasting friendships and learn from different perspectives. Families appreciate the attentiveness of a private education and a pragmatic and predictable path to universities"
"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."
Information not available
"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."
Information not available
"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."
"Families choose NYA for a few clear reasons: the individual attention where teachers follow progress closely and adjust quickly; predictable, candid communication with families; a welcoming, international community where students settle in and make friends easily; focused, mentored co-curriculars (music ensembles, illustration/art-portfolio, chess, AI & Robotics) with real participation; and practical university guidance, with E.D.G.E. offering transferable credit—and, where appropriate, advanced standing"
"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."
"Families have clear points of contact and receive timely, candid updates, so small issues are addressed before they become stress. The other is E.D.G.E.: students earn a real university transcript with transferable credit, giving practical flexibility—and, where eligible, consideration for advanced standing—when applications begin. Both pieces matter most in the day-to-day, then pay off at the finish line."
"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."
"We’re committed to delivering what we promise, without surprises. Small class sizes so teachers learn each student quickly and schedule brief follow-ups the same week when something isn’t landing. Keeping communications transparent and timely: clear points of contact, straightforward updates, and next steps you can act on.
With E.D.G.E., we’re upfront from the start: students earn real university credit; transfer or advanced standing always depends on the receiving institution, and we’ll confirm what’s realistic before you commit. Our commitment is steady follow-through, transparent limits, and support that arrives when it’s needed."
"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."
"This year at NYA, we turned promises into action. We brought top-university admissions teams to our campus—and opened seats to neighbouring families for free—so students and parents get direct answers, not brochures. We launched E.D.G.E. with Davis University, giving students real university credits and potential Year-2/3 entry where eligible.
We invested in programs that students asked for: AI & Robotics (in rollout), music ensembles, and an illustration/portfolio studio. Every week, a hands-on paper-airplane challenge turns aerodynamics and design into play. We hosted two chess tournaments for the city’s players and rented a basketball court, opening it free to high-school athletes to support local youth. We’re also introducing the Duke of Edinburgh’s Award to recognize grit and service.
To keep doors open in a tougher economy, we expanded scholarship support. The goal running through all of this is simple: real access, real opportunities, and a school that stands with community"
"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."
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Progressive
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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.
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.
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North York Academy’s OSSD is built on a dual alignment: selective university admission requirements and the real skills today’s industries demand. From day one, each student receives a personalized academic road map—targeted course selection, credit optimization, and timeline planning—so OSSD credits directly support the intended university program. Pathway clusters (e.g., engineering, computer science, fintech, data science) link prerequisite courses with enrichment and guided research. Learning is interdisciplinary and career-forward. Students complete cross-disciplinary projects that mirror real workflows while developing research methodology, critical analysis, collaboration, and the application of emerging technologies. Assessment emphasizes portfolio artifacts, presentations, and a capstone that demonstrates readiness. To widen global pathways, students may earn U.S. university credit recognized by most higher-education institutions, alongside advanced placement opportunities where appropriate. University counselling and application support are embedded throughout, connecting academic choices to admissions outcomes. Result: graduates meet—and aim to exceed—university standards with a strong transcript, demonstrable skills, and, in many cases, transferable credit that accelerates their next step.
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.
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Not applicable
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.
Not applicable
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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
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.
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
Not applicable
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Not applicable
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).
Not applicable
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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.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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
Information not available
Creative
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.
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
Heavy 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.
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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Not applicable
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.
Not applicable
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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.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At NYA, academic culture blends high expectations with personalized support. Students follow individualized road maps, set term goals, and review progress with counsellors. We prioritize mastery over seat time, evidence-based feedback, and clear milestones (portfolio, presentations, capstone). Integrity is non-negotiable: rigorous academic honesty, responsible use of AI/tools, and respectful collaboration. Coursework is interdisciplinary and future-focused—linking OSSD credits to university prerequisites and employable skills (research, analysis, communication). Students are expected to stretch into advanced or pathway courses when prepared, seek help early, meet deadlines, and contribute to a diverse, inclusive learning community. The result is a culture that pairs ambition with character, and performance with purpose.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
NYA’s developmental priorities are balanced, with an intellectual core. We cultivate curious, ethical learners who think critically, write clearly, and use data/AI responsibly. Students build resilience and executive skills through individualized road maps. They practice collaboration and leadership in diverse teams, engaging respectfully across cultures and viewpoints. Character education is explicit—integrity, compassion, service, accountability—alongside wellness: healthy habits, help-seeking, and balance. Graduates leave as globally minded problem-solvers—research-capable, communication-strong, and ready to contribute in university, work, and community.
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 | |
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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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| Developmental | ||||
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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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| Behavioral and Emotional | ||||
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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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| Physical | ||||
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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%
55%
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 9 - 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
Applicants are required to submit our online application form and provide the following documents. After reviewing the application our admissions team will invite applicants for a formal interview, a decision will be made and notified to families after the procces.
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