906 Yonge Street, Toronto, Ontario, M4W 2J2, Canada
3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
Indirect Support:
906 Yonge Street, Toronto, Ontario, M4W 2J2, Canada
3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
2012
1996
100
400
JK to 8
Nursery/Toddler to 6
Coed
Coed
Day
Day
English, Mandarin
English
Academic
Academic
Progressive
Montessori
18 to 20
Varies
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$23,950
$25,160
Yes
No
0%
0%
4 to 8
None
$0
$0
9
36
0%
0%
90%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 8
Yes: grades 1 - 6
No
No
information not available
“The school delivers its robust academics through an integrated curriculum, where the emphasis is on the interconnectedness of core disciplines.”
“In pedagogical terms, the school takes a strongly relational approach, meaning that the teacher-student relationship is the catalyst for learning.”
“Freedom and responsibility are in careful balance in a Montessori curriculum, which creates daily opportunities for teachers to explore character education.”
Read The Our Kids Review of The Clover School
The Dalton School is a dual-language school, so it doesn't use the language immersion model that most Canadians are familiar with. First off, no prior Mandarin or English proficiency is required to enroll. Further, both languages are given equal weight, unlike in many public school immersion programs where students all share a first language and are all learning the same second language—at The Dalton School, 50% of the day’s instruction is in Mandarin, and 50% in English. The curriculum is balanced in order to allow students to achieve academic proficiency in both languages. So, it’s different, and as such, visiting the school can be, and often is, a striking experience. Most Canadians, truly, have never experienced an academic environment quite like it, with very young children functioning easily, casually in two languages. Both languages naturally open up a range of learning areas—both social and academic—not the least being an exposure to a wider range of culture influence, providing the groundwork for an expanding and empathetic world view. All academics follow an enriched presentation of the Ontario curriculum. Dalton has a very close, community feel, and parents are welcome to be involved in the life of the school. A new home for the school is set to open in 2018, allowing space to further grow the program and the enrollment.
View full reportOne of the Montessori ideals is to provide a stimulating learning environment; the school environment, on the whole, should be comforting, familiar, friendly, and supportive, and The Clover School, frankly, provides a study in all of those things. The continuity of the school is also impressive. Isabelle Kunicki-Carter and Sandra Bosnar-Dale founded the school in 1996, and they've provided consistent leadership ever since. In that and every other way, it's one of the strongest Montessori programs in the city.
View full report
Kind, caring, dedicated instruction
Julie Majic - Parent (Mar 29, 2018)
I have 3 children at the Dalton School and this is our 4th year here, so we have experienced prescho...
View full review
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"Established in 2012, The Dalton School is a warm, enriched environment where young minds can truly grow and develop. We are a dual-language school for children in JK - Grade 8, where all core grade level academic subjects, including reading, writing, math, science and social studies are taught in two languages by native speaking teachers."
"The Clover School's innovative curriculum combines Montessori essentials with heart-centred learning practices designed to nurture the mind, heart, health, and soul of each child. Children learn at their own pace, according to their own interests, developing skills and habits to help them thrive. This approach inspires and promotes intellectual curiosity, creativity, and individual growth through the integration of academics, arts, athletics, outdoor education, community service, and leadership. CCMA accredited."
"Our curriculum is unlike any other school in Toronto. We are the only totally immersive English/Mandarin school in our city with a curriculum designed to help our students achieve superior academic proficiency in both languages. We do this, by exposing our students to an enriched program that not only focuses on academic excellence, it also promotes inquisitiveness, curiousity and innovation from an early age."
"The Clover School prides itself on its commitment to child-centered, active learning, fostering good citizenship, kindness, leadership, and modelling wellness in the classroom. Clover students are seen, heard, and loved. They are young people who care deeply about our planet, are kind to one another and want to make the world a better place. The Clover Team is diverse in its experience and history and are given the opportunity, along with students, to share expertise, culture, and passions."
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"Families with children enrolled in The Clover School's signature programming say Clover is the school they wish they had as children. When observing a classroom, families touring Clover note the children are happy, calm, hard-working, focused, and free to move through their spaces. Clover students have a 100% success rate at transferring to their school of choice when the time is right for them."
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"The Clover School is a place where open communication, engaged teachers, bright classrooms, along with an age-appropriate and stimulating curriculum enable children to really thrive. A place where educators are valued for their vital role in shaping the lives of young people. Where parents are welcomed warmly as members of our vibrant community & recognized as partners in their child’s education. Clover's goal is to help each child build resilience and tenacity in both learning and in life."
"According to research, English speakers use mainly the left side of their brain, while those who speak English and Mandarin use both of their brain’s temporal lobes, dramatically improving their chances of both academic and career success. For example, this stretching of cognitive muscles has been proven to improve a child’s proficiency in subjects such as math, as well as improve their executive functioning and decision-making ability."
"The Clover School prides itself on a signature curriculum that takes a whole-child approach to the Montessori pedagogy:
Mind - reveal unique passions and innate curiosity, fostering critical thinking, fearless discovery, and resilience
Heart - individuality, authenticity, and social-emotional learning promote courage, compassion, and self-awareness
Health - practice smart nutrition, physical exercise, and mindfulness
Soul - connectedness to the world through nature-based learning and the arts"
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Dear Parents and Guardians,
Welcome to The Dalton School! I am sincerely grateful that you have chosen us as one of the potential places to educate your child.
The Dalton School offers your child the truly unique opportunity to be fully immersed in both an English and Mandarin environment that integrates language and academics.
There are so many advantages to attending our school. Your child will build on their English academic skills, while learning Mandarin and thus become bilingual in two languages.
Research has proven that there are developmental benefits associated with a bilingual education. It is highly stimulating to the brain, stretching cognitive muscles and dramatically improving a child’s proficiency in subjects such as math. Importantly, the rewards continue in later years. A dual-language English/Mandarin education improves a child’s chances of both future academic and career success.
Learning in a highly nurturing environment will provide your child with the cultural awareness and sensitivity they need to engage and succeed in today’s multicultural world. Students will become conversant, in arguably, the two most significant languages on our planet - spoken by billions of people – opening all kinds of doors and opportunities.
I am proud to be the Principal at what I believe to be a school that is unlike any other in our city. I hope you enjoy learning about us and I would be happy to schedule a tour for you at our wonderful new facility.
I look forward to welcoming you and your child to our community.
Mrs. Rebecca Soil
Principal
Welcome!
Established in 1996, The Clover School (formerly Forest Hill Montessori School) is a C.C.M.A. accredited school, which offers an authentic and progressive Montessori education. Our warm and vibrant learning environment is a special place where children can explore, discover and develop as intelligent, confident and comapssionate individuals. The Clover School's positive and friendly atmosphere truly feels like an extended family.
The Clover School embodies the very essence of what a school should be: a vibrant community of students who are excited to learn, a place where open communication, engaged and dedicated teachers, bright classrooms and a stimulating and challenging curriculum encourage students to thrive. Our programs inspire and promote intellectual curiosity, creativity and individual growth through the integration of academics, arts, athletics, community service and leadership. It is a joy to watch our students blossom into the creative, confident and compassionate leaders of tomorrow.
We invite you to tour our website to learn all about our special school and the programs that it offers. However, we believe that the best way to really get a feel for what The Clover School is all about, is when our classes are in session. This will give you the opportunity to see our school when it is brimming with the energy of our students. Whether you are looking for exceptional childcare for your young toddler, a stimulating and educational program for your little preschooler, or the perfect learning environment for your bright, young school-aged child, we invite you to come visit us. We look forward to welcoming you and your child into our community!
Kindest Regards,
Sandra Bosnar-Dale & Isabelle Kunicki
Montessori
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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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Our curriculum is designed to challenge young minds and build confidence. All core grade level academic subjects such as reading, writing, math, science and social studies are taught in both English and Mandarin by native speaking teachers.
The Clover School is a CCMA-accredited school offering an authentic and progressive Montessori education, with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission is to create an environment that inspires creative, curious, resilient, and innovative thinkers to lead with heart and realize their limitless potential through a lifelong journey of learning. Our positive and friendly environment truly feels like an extended family.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Our math program is innovative and uses a variety of approaches. Using the JUMP Math systematic approach, along with a variety of hands on manipulative materials students develop a strong foundation in basic math skills. Teaching students to understand fundamental operations, along with the memorization of math facts helps students work quickly and accurately through daily math work.
Developing mathematical skills and spatial awareness is one of the most important study areas for Clover students. Children learn to recognize shapes, angles, sizes, positions, and the spaces they live in using colourful tactile manipulatives that are beautifully made from natural materials like wood. The Clover School has a wonderful process to move children from concrete forms (e.g. tracing tactile Sandpaper Numbers) through to the more abstract (e.g. writing out a math problem).
JUMP Math Program, Montessori Math Materials, Mathletics and Chinese National Math Textbooks
Calculators may be used at the upper grades once the process of an operation is fully understood.
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Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
The Dalton School has developed a very strong reading/literacy program beginning at the JK level in both Mandarin and English. In English, we have developed our reading program around the 5 Pillars of Reading: Phonetic Awareness, Phonemic Understanding, Vocabulary, Reading Comprehension and Fluency. In Mandarin, recognition of characters begins at the JK level. We focus on simplified character development and the use of pinyin is introduced at the later SK/Grade 1 level. Guided reading and novel study is done in both languages throughout the elementary grades.
The Montessori curriculum is designed alongside the science of reading. It separates the many elements of reading and writing one by one, in an accessible and enjoyable way. Literacy is a complicated process that involves the association of symbols with sounds, sounds with words, and words with ideas. It means learning to fluidly encode ideas into symbols and decode symbols into ideas. The Clover School's signature curriculum supports each student's unique journey toward literacy through differentiated lesson plans.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
As well as a strong emphasis placed on reading development, our program exposes students to the different writing genres. Our writing program begins with understanding words, development of the different types of sentence writing leading to paragraph writing and finally to writing for purpose/audience. Development of strong spelling and grammar skills rounds out our literacy program. Mandarin writing skills focus on the development of proper character strokes and sequence. In elementary students write journals, reading responses and stories
Following the introduction of the basic literacy concepts but before children have the hand strength to hold a pencil correctly, Clover students are able to connect the sounds that letters make to form words. The Clover School utilizes Montessori learning materials like the Moveable Alphabet to facilitate the child's written expression. As the children develop their hand strength through various practical life activities they gradually move towards creating letter formations with various instruments and then paper and pencil. Children learn to write in cursive first as it allows them to keep their pencil on the page and the sloping nature of the cursive letter is easier for the young writer increasing student success, focus, and enjoyment.
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Our program develops a foundation for understanding the world through various scientific strands such as: biology, ecology, matter, experimentation, energy, weather, structures and mechanics. Collecting, sorting, comparing, observing and analyzing data help our young students to develop a scientific approach to the world. Exposure to scientific vocabulary, as well as experimentation, allows our students to build the skills needed for future scientific learning.
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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
Zoology
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.
Students are introduced to the mechanics of reading in English and Mandarin at the JK/SK level. Once solid mechanics have been developed students progress to independent reading, group guided reading and finally to novel study discussion groups where emphasis is placed on inferential and evaluative skills. Students are introduced to a variety of genres within our programs Students coming out of our JK/ SK program enter the Elementary with solid reading skills in both languages. Those graduating from our elementary program are thoughtful, reflective readers who read for meaning and understanding.
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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
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Our Social Studies program is thematic in nature. At each grade level we incorporate the main aspects of the Ontario curriculum, while enriching the students' learning of world geography through stories, traditions, and holidays of the major cultures of the world.
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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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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.
The Dalton School is a dual language program following a 50/50 model. Subject areas are taught in two languages; Mandarin and English. Mandarin is used as a medium for instruction rather than as a "subject" that is taught. All aspects of the language and culture are incorporated through our diverse, innovative curriculum. French and Spanish classes are offered as an extended day option. These classes are offered daily from 3:30-5:30 and run throughout the school year.
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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Art exploration along with art appreciation are regularly incorporated into our program. We value student creativity and exploration, and encourage the use of a variety of mediums. Students are exposed to a wide range of activities such as dance, music, and drama in preparation for our yearly concert performances.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers and technology are incorporated into everyday classroom activities. Students are introduced to word processing at the grade one level beginning with keyboarding skill development and simple document formatting. More advanced skills are introduced throughout the elementary grades. Internet safety is introduced as students begin to use the computers for research. A variety of online programs in English, Mandarin and Spanish are used for learning/skill development throughout all grade levels.
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Web design
Robotics
Computer science
The Dalton School uses the SPARK Physical Education Curriculum. SPARK (Sports, Play, and Active Recreation for Kids) is a researched-based, public-health organization dedicated to creating, implementing and evaluating physical education principles that promote lifelong wellness. Instructional units are designed to develop students’ motor, cognitive, and social skills.
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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.
The Dalton School JK/SK dual language program offers children a solid foundation in language, math, social studies and social skill development in two languages. Throughout their day children are engaged in a variety of activities such as small group lessons, guided inquiry and play based centres. Students eagerly participate in activities that promote and reinforce the building blocks to all future learning success.
Established in 1996, The Clover School is a CCMA accredited school offering an authentic and progressive Montessori education with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission at The Clover School is to empower children to reach their fullest potential as confident, creative, and compassionate young people and to joyfully cultivate a genuine desire for life-long learning. Our positive and friendly environment truly feels like an extended family.
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.
The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Pairing beautiful Montessori classroom materials with a teacher who is always available to provide children with guidance and support, each Clover student is presented with a unique education experience.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Grades, like other external rewards, have little lasting effect on a child’s efforts or achievements. The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Our teachers pay close attention to where their student’s academic skills range in comparison to the grade level expectations of the Provincial curriculum so that any concerns, weaknesses, and areas of struggle can be identified and addressed.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
By providing an intellectually stimulating and developmentally appropriate learning environment, we engage young minds, create opportunities for them to find their passion, and become ethical and responsible contributors to their local and global communities. We pride ourselves on being a uniquely warm and nurturing school community, which enhances each child’s learning experience. We recognize and embrace the importance of community, cooperation, kindness and the acceptance of each person as a unique individual.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
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
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
4 - 8
0%
0%
$0
$0
90%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 8
Yes: grades 1 - 6
No
No
No
No
No
No
No
No
No
No
The Dalton School accepts children from Jk to grade eight who have an obvious enthusiasm and a love for learning. Our enriched academic curriculum is taught in English and Mandarin, and our students have an openness to the world around them that is not found in those learning a single language. We believe that all young children who are placed in a highly stimulating academic setting and a nurturing, caring environment will thrive regardless of their initial aptitudes however the child and their parents must fully engage in our curriculum to get the most out of it.
Our application process begins with a tour of the school. This will allow you to learn about our unique, progressive fully immersive dual language program and to see if it is the right fit for your child. To apply to the school please fill out our online application which can be found on our website at: www.thedaltonschool.ca.
