505 Adelaide Avenue East, Oshawa, Ontario, L1G 2A4, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, Canada
Indirect Support:
505 Adelaide Avenue East, Oshawa, Ontario, L1G 2A4, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, Canada
1984
1969
187
40
Nursery/Toddler to 12
1 to 8
Coed
Coed
Homestay, Day
Day
English
English
Academic
Academic
Progressive, Montessori
Traditional
8 to 16
5 to 7
Learning, Developmental
Learning, Developmental
In-class adaptations
In-class adaptations
$1,020 to $11,500
$25,600
No
Yes
0%
10%
None
1 to 8
$0
$6,000
11
5
0%
0%
98%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 1 - 8
No
No
information not available
information not available
Durham was founded in 1984 in order to address learners who are at the top of their peer group and require an enriched program in order to reach their potentials. Families are drawn by the small class sizes—they average between 8 and 12 students—as well as the full grade continuum, from preschool through Grade 12. The nursery and primary levels are taught through a Montessori approach, and while it’s not carried through the upper grades, the values are nevertheless shared throughout the school. Students arrive to an academically inflected environment, and a peer group that shares a predilection to achievement. The ideal student is one able to thrive in a close-knit, challenging yet supportive instructional environment.
View full reportDunblaine was founded in 1969 by concerned parents of children with needs that weren’t being met within the public school system. They wanted a safe environment, run by staff that understood, clearly, the needs of the students; one that offered an opportunity for them to grow academic skills, life skills, confidence, respect, and self-advocacy. And, for almost 50 years, that’s exactly what they’ve been doing. The current location is also the one that best represents what Dunblaine is all about: it’s a house in a quiet residential neighbourhood. The faculty maintain close communication with parents on all aspects of the students’ experience within the school. The staff represents the full range of all the right expertise, instructional and therapeutic. Frankly, this is what it’s all about. It’s a great school as well as a great example of what education should be about. If you have a chance to speak with a parent of a student of the school, by all means, do it. If you don’t, ask the staff to put you in touch. It will be the best introduction to the school, and its successes, you could hope to have.
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"G.B.M.S has Montessori programs for students age 18 months to age 5. D.E.P.S offers a challenging and diversified curricular program for students from Grade 1 to 8 following the Ontario Curriculum at an enriched level. Both schools have a huge well equipped gymnasium and outdoor sports field. At Durham Academy Secondary School we offer full time and part time grades 9 to 12 credit courses approved by the Ministry of Education."
"At the Dunblaine School, we have over 50 years of experience in empowering students with learning disabilities to reach their full potential. Our specialized approach and methodology optimizes learning, strengthens self-esteem and self-confidence, and promotes meta-cognition. Individualized programs, enriched with SRA Direct Instruction, Music, Drama, Speech/Language and Occupational Therapy, Social Skills, and partnership among teachers, students, parents and professionals are integral to our success."
"Durham Elementary Private School and Durham Academy Secondary School boasts small class sizes averaging 10-14 students per class. Our teachers communicate with families daily offering excellent quality , academic attention and customer service. Students are given the opportunity to be teacher mentored before and after school hours. Our academic program is focused on preparing students for success and acceptance into post secondary education. Our schools offer a safe and secure environment."
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"All 3 of our schools promote a very welcoming, supportive and inclusive environment. We deliver a strong Montessori program for ages 18 months to age 5. Our elementary and secondary schools teach the Ontario Curriculum at an enrichment level. We provide excellent individual support through teacher/ student mentoring to ensure our students meet their potential. Our campuses are located in residential neighbourhoods with green spaces and athletic facilities to compliment our academics."
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"Our schools offer flexible programs should a student require flexibility for sports or need to learn virtually. Our students receive French starting at age 3 by a qualified French teacher 3 times a week. We boast a strong music and physed program taught by specialized teachers . Our special presentations throughout the year showcase our students, achievements, meets strands of the curriculum and teach our students at a young age how to prepare and present to an audience."
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"Our school administration and faculty continuously communicate with families to keep them updated on their child's progress and daily events/ occurrences. Every child who attends our school is greeted at our doors each morning . If a child cannot physically come to school we offer the child to learn virtually and still be a part of the class. Our school boasts a warm, inclusive, welcoming school family environment."
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As Principal since 2008 I've led our three schools which continue to grow in enrollment, programming, facilities and community involvement. We boast fantastic communication and customer service. Our teachers are experts in their fields and are devoted to helping our students reach their full potential. We are welcoming and warm, as well as serious about setting high standards and achieving goals.
Our three schools have a 35 year history of graduating students with high academic achievement. We welcome students from across the Durham Region, the Greater Toronto Area and around the World. Boarding and Home Stay programs for students in Grades 8 through 12.
I encourage you to discover what our educational programs can offer your child.
Sincerely,
Suzanna Mason
(Principal)
Charleen Pryke is a dedicated and caring leader of the multi-talented team of expert and experienced staff members. Charleen has always been interested in discovering new teaching techniques and methodologies to complement each student’s learning potential. She is also involved in professional organizations, such as Ontario Federation of Independent Schools(OFIS), and Learning Disabilities Association of Ontario(LDAO). Charleen is pleased by the integral involvement of students, parents and staff who make a difference to education, and proud to be a part of the many successes experienced at Dunblaine.
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Not applicable
We offer an authentic Montessori curriculum for students 18 months to age 5. Emphasis is on Language, Math, French, Botany, Science, Culture, Music and Gym. Program Enhancements/ workshops/presentations are offered throughout the year.We offer 3 full report cards and 2 parent interviews each school year. Program Enhancements/ workshops/presentations are offered throughout the year. Students in grades 2 to 8 complete the Canadian Standardized testing each year. DEPS and Durham Academy focus on STEM (Science, Technology, Engineering and Mathematics ) while following the Ontario Curriculum. Durham Academy Secondary Private School offers full time and part time programs in person and online. All courses are at the highest academic level.
Our specialized approach and methodology optimizes learning, strengthens self-esteem and self-confidence, and promotes meta-cognition.
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.
We follow the Ontario Curriculum at an enrichment level. Students are given extra help (tutoring one on one) and support if there is a weakness in mathematics. Students can be challenged and are given enrichment if they have a strong foundation and excel in the grade level expectations. Our secondary school offers a weekly math club.
The Dunblaine School uses the innovative Jump Math Program. It was introduced to Dunblaine staff and students by founder and mathematician, John Mighton. This program has promoted math confidence, reinforced basic numeracy, and utilized grade specific materials and workbooks that enable students to learn skills and concepts through step-by-step instruction. With consistent practice and preparation in daily math activities, achievement and success is possible for all students.
Each student is given mathematical workbooks as well as online teaching.
The JUMP Math student Assessment & Practice Books are used in conjunction with the extensive Teacher Resources to enable students to practice and explore subtle variations on the lessons and to enable teachers to rapidly assess progress.
Each class has calculators which are allowed at certain times. Students whom have difficulty in math are allowed to utilize the calculators.
Information not available
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
Our students are introduced to phonetic sounds in the Toddler class and this carries through to the Casa 1,2,3 class. At age 3 and 4 our students will recognize their sounds including short vowel. At age 4 our students will be reading short phonetic sentences and completing comprehension worksheets. In Casa 3 our students will recognize all of their phonetic sounds, short vowel, long vowel, diagraphs and they will be progressing through readers and completing the corresponding comprehension worksheets, working at a grade1 level. Each year our students from grade 1 to 8 research a topic to write a speech and they compete and present in our annual speech contest at our school and in the province. Our secondary school teaches English at the Academic level. Our schools purchase Canadian resources that cover penmanship, cursive writing, spelling tests, grammar and literature.
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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.
Our students start penmanship at age 3. They start with sandpaper letters and then start simple journal entries. In Casa 2 (age 4) our students focus on penmanship and daily printing as well as simple journals. In Casa 3 the students continue their daily penmanship, journal writing. Casa 3 is introduced to copying from the board and writing simple sentences in preparation for grade 1. The Montessori program also focuses on building words (spelling). Daily penmanship/cursive is a focus for students grades 1 to 8 as well as weekly spelling tests.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Our students are introduced to Science (Botany) at age 3, 4,5. We follow the Ontario Curriculum at an enrichment level for grades 1 to 8 through lessons, workshops and field trips. Each Fall we have our annual Science fair where students age 3 to grade 8 complete science strands at an enrichment level and transform their classrooms and present there work to their families. Durham Academy teachers are trained specialists , they teach to inspire all students and to deepen their understanding of science, technology, engineering and mathematics through demanding and rigorous instruction. We ensure that STEM curricular instructional time well exceeds curriculum expectations.
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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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Thematic
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.
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.
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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
Not applicable
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
We teach French to students age 3 to grade 9. We also offer Mandarin and Cantonese language after school programs. Each year our students age 3 to grade 8 present a French concert showcasing strands of the music and French curriculum by presenting song and dialogue in French as well as playing instruments.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
Our schools boast 3 concerts a Christmas celebration concert, French concert and Musical Theatre Spring concert.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our students are introduced to computers in grade 2. Grades 3 to 8 have computers in their classes. Students at Durham Academy are given a laptop to use at the school. Both schools own five 3D printers and workshops and camps are given to the students throughout the year to familiarize and introdcue the students to different computer applications.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
GBMS & DEPS boasts a huge gymnasium fully equipped with sports equipment. We also have a huge field with a baseball diamond, running track and adjacent soccer field. Durham Academy Secondary School boast a huge gymnasium which is fully equipped with sports equipment and a weight room for students to workout at their leisure (before/after school, breaks or lunch). Both schools attend track and field meets throughout the year as well as hosting and participating in sports tournaments throughout the school year.
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Not applicable
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.
Not applicable
A Montessori education emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own individual pace and according to their own choice of activities from hundreds of possibilities. The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. At any one time in a day all subjects; Math, Language, Science, History, Geography, Art, Music, French etc. will be studied at all levels.
Information not available
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We believe that each student deserves a chance to meet their individual potential. We offer an excellent foundation in academics and a love for learning by offering a strong academic program in a supportive, positive environment. We offer in school tutoring and mentoring should a student need extra support. Although we promote excellent attendance we do support students who also have extra curricular activities.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Not applicable
Not applicable
Our students exceed grade level academic expectations which gives them confidence to excel. Our school prides ourselves on excellent manners and respect. We continue to focus on penmanship/cursive writing, spelling tests and presentation skills which are essential for confidence and success.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students are placed in flexible cohorts according to their academic, social, and emotional needs and strengths, which are then loosely organized by age. All classroom teachers are trained and experienced special educators, who work closely with our support staff of speech and language pathologists, occupational therapists, and social workers to provide in-school remediation, arrange for extra-curricular support, and train parents and caregivers to supplement these strategies at home. Social, emotional, and academic development are pursued equally, according to individual need, and our family of parents, staff, and students collaborate to build an amazingly nurturing community.
Information not available
During the interview process, we discuss existing and potential clinical diagnoses to determine whether a child will be a good fit. Once a student is enrolled, we endeavour to work closely with the students\' established support professionals and incorporate ongoing clinical identifications and strategies. We specialize in learning, rather than developmental and physical disabilities, and these students tend to present the best fit for our programs.
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
1 - 12
1 - 8
3%
10%
$0
$6,000
98%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
The Dunblaine School accepts students on an individualized basis, taking into account the programs being offered, the student’s abilities, and the opportunity for progress in our school setting.
We suggest that families come in for a tour and have their child visit at no obligation for a morning or a day. D.E.P.S and Durham Academy students are required to bring in previous report cards. Durham Academy Secondary School students are required to answer simple questions in written form and have an interview with the Principal.
For information and discussion about admission to The Dunblaine School, please contact the principal, Charleen Pryke, at 416-483- 9215 or at [email protected]. Generally, applications are made for the following school year. However, admissions from September to June are accepted if space is available and placement of your child has been approved following interviews with the parents and student.
