2221 Elmira Drive, Ottawa, Ontario, K2C 1H3, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, CanadaIndirect Support:
2221 Elmira Drive, Ottawa, Ontario, K2C 1H3, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, Canada
5,531.2 km
5,687.6 km
1954
2020
115
22
JK to 8
5 to 12
Girls
Coed
Day
Day
English, French
English
Academic
Academic
Progressive
Progressive
16 to 18
Varies
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$19,800
$7,455 to $15,000
No
Yes
0%
30%
None
5 to 12
$0
$4,000
10
3
0%
0%
85%
95%
information not available
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
No
No
No
information not available
information not available
Joan of Arc was founded by the Congregation of the Sisters of Joan of Arc in 1954, the intention being to provide support for girls living away from home. The school, quite obviously, has changed considerably over the years, bringing the focus to education, and moving to an ecumenical curriculum. Many of the changes were driven by parents of the school, including a revisioning of the core mandate in 1991. The school moved to its current location in 2002, and has continued to grow its programs and enrolment since then. Academics are taught through the lens of bilingualism and global education. The girls-only environment helps build a foundation of empowerment, something that graduates take with them into their high school careers and beyond. The ideal student is one able to thrive in a challenging, diverse, community-based educational environment.
View full reportPassages Centre for Self-Directed Learning stands out as an alternative centre for its commitment to empowering students with a passion for learning and a sense of autonomy and community participation. At the heart of the centre’s approach is personalized, interest-based learning, guided by one-on-one mentorship and coaching. The centre prioritizes a supportive community environment that affirms neurodiversity and inclusivity. A key feature of Passages is its democratic, youth-run community meetings, which allow students to voice concerns and participate in decision-making processes. Classes and workshops are student-driven, which gives students the chance to develop their sense of autonomy and active engagement. Embracing the Sudbury Valley and Summerhill educational philosophies, the centre aims to provide a safe space where students can thrive. Recently, the centre moved to a larger facility in East Toronto, enhancing its community spaces and introducing a Passages Restoration Circle for conflict resolution. Operating Monday to Friday (9 AM to 3 PM), the centre is committed to maintaining a small, close-knit community.
View full reportinformation not available
"Passages has a small, diverse and exceptional student body."
Tara Turner - Parent (Jul 03, 2024)
For my son, Passages is his community. He enrolled in the Centre when he was 11, after being homesch... View full review
"The learners at Passages are wonderful and represent a dynamic, inclusive and accepting community."
Jessika Eldridge - Parent (Aug 13, 2024)
My son finds the autonomy at the school to be very appealing. The ability to focus his time on his i... View full review
"The connection between students, parents and mentors is one of the unique and great aspects of Passages."
Sonya Goldberg - Parent (Sep 04, 2024)
My daughter has benefited greatly from attending Passages. She had originally attended a TDSB high s... View full review
"Since 1954, Joan of Arc Academy has been dedicated to fostering a truly bilingual environment, ensuring our students excel in both French and English. Our comprehensive curriculum emphasizes advanced math and science alongside a vibrant performing arts and music program, helping students develop both critical analytical skills and creative expression. At Joan of Arc Academy, we cultivate confident leaders with exceptional academic abilities, setting our students apart as well-rounded, accomplished individuals."
"For youth aged 10-18 who are struggling with the demands of school, Passages is a place to reconnect with their love of learning and join a community where their voice matters. We offer a personalized education with one-on-one mentorship, classes and coaching to support learners in following their interests and participating in our diverse, democratic community. Our approach allows young people to honour their needs, pursue their passions and forge their own unique path to the future."
"At Joan of Arc Academy we have the resources of a large school but the individual investment and support of a small community. This is what sets us apart. The teachers invest so much into the achievement and well-being of each and every student. With additional resource teachers, guidance and outside programs, our school is a place where you daughter knows she matters and will thrive."
"As a democratic school inspired by Summerhill and the Sudbury Valley Model, Passages combines youth-led decision-making with personalized mentorship. Weekly Community Meetings give learners responsibility, practice in public speaking, collaboration and problem-solving, and a real voice in shaping their experience. We support learners in building confidence, ownership, and social-emotional skills.
1:1 Mentor Meetings help learners reflect on challenges, set goals, plan next steps, and access resources for their interests and passions. The balance of freedom and support keeps learners motivated, develops self-direction, and nurtures growth academically, socially, and emotionally. Self-directed learning here is both practical and empowering, preparing students for life beyond Passages."
Information not available
"Many young people who join Passages have found traditional schools haven’t met their needs. They may be highly creative, gifted/2E, or have a strong sense of justice and autonomy. At Passages, we empower youth to lead their own education, focusing on real-world skills like communication, problem-solving, collaboration, and making meaningful choices.
To preserve curiosity and self-direction, we have no compulsory classes, exams, or grades, and all programming is optional. While learners can pursue high school credits if desired, we deprioritize standardization, uniform pacing, and mandated curriculum. This tradeoff allows students to follow their own path, preserve or rejuvenate their deep love of learning and curiosity, and respect their chosen paths. Part of our mentorship is working with young people to create this path, which can take many forms. There is no one right way to learn, and our Centre is here to support those youth who need an education as unique as they are."
Information not available
"Inspired by the philosophies of the Sudbury Valley Model and Summerhill School, Passages opened in 2020 with one student, beginning our journey as a self-directed, democratic school. By 2021, we welcomed our first intern, laying the foundation for a culture of mentorship and learning from diverse perspectives. Funding from Telus, Canada Post, MLSE, and the Toronto Foundation in 2023–24 enabled programs supporting health, wellness, and exploration.
In 2023, we added our second full-time staff member and moved to a larger space in the bustling Danforth Village (Chester Subway), adding an art room, kitchen, gym, a vintage bowling alley, and quiet spaces that foster curiosity, creativity, and community. This year, hiring our first alumnus to support learners reflects our commitment to continuity, peer leadership, and a community that grows from within.
With over 60 families who have now moved through our centre, we have become a solid choice for democratic schooling in Toronto."
Information not available
"Many learners who join Passages struggle with school resistance, attendance, homework, or grades. These challenges often reflect the limits of one-size-fits-all systems rather than a child’s potential. Many of our learners are neurodivergent, have mental health challenges, identify as 2SLGBTQ+, or have experienced bullying or other adversity.
Passages offers a supportive alternative that allows learners to lead their own education, make choices, and explore their interests without coercion. Families who thrive with us value curiosity, autonomy, and trust, and want to partner with us in supporting their child’s growth.
We also welcome learners who have been homeschooled. Many families describe Passages as the best of both worlds: personalized learning with guidance, alongside a community of peers taking ownership of their learning."
Information not available
"While we value a rich and diverse education, we do not use coercion, awards, or grades to encourage participation. Learners are invited to take ownership of their own goals.
We do not offer grades, credits, or a high school diploma, but we support youth who choose to pursue them elsewhere. Choice and autonomy are central, and we work alongside learners to support their individual paths.
Families who may find us a challenging fit are often looking for a more structured approach or focused mainly on completing homework and earning a diploma. We prioritize curiosity, autonomy, and a love of learning, which can feel different from top-down systems. Success at Passages also depends on adults trusting young people to make their own choices and supporting them along the way."
"One of the draws to our school is the caliber of the French program. As a parent you can feel assured that your daughter will become fully bilingual in French and English over the course of her time as a JOA student. The quality and consistency of the French teachers will always be maintained. The teachers know how to curate a learning environment that allows students both absorb the language quickly and develop the confidence to use the language in writing and speech."
"A story we often hear from parents is, “I finally have my kid back.” Many families come to Passages after watching their child’s spark dim in traditional schools or after years of school refusal. Flexible attendance and a self-directed approach give learners the freedom to choose to engage, and the result is often the opposite of what adults expect! Young people show up excited, participate in learning, have meaningful conversations, and build friendships. Flexibility in arrival times also reduces the morning struggle parents know so well, giving families a calmer start to the day.
This freedom in a self-directed education reduces pressure and self-criticism, allowing young people to explore who they want to be. Families see their children grow confidence, independence, and social-emotional skills while developing empathy, collaboration, planning, and ownership of their education, on their own terms."
Information not available
"When people think of Passages, they often say, “I wish I could have gone to this school!” Adults recognize how much of their time in traditional schools was spent on work that felt irrelevant, and they see the power of self-directed learning to focus on interests and strengths, creating a rich learning experience rooted in confidence and intrinsic motivation.
Passages is also known as a place of healing. Many learners arrive struggling or unhappy, and with guidance from adult mentors and peers, they reconnect with their love of learning. Using their voices to make choices, youth grow independence, problem-solving abilities, and confidence. This healing extends to families as well, with conflicts decreasing, trust growing, and the skills youth learn at the Centre helping them navigate relationships at home."
"While being an all-girls school a main pillar of who we are as a school, it tends to be an undervalued benefit of choosing Joan of Arc Academy. Learning in an all-girls environment helps our students develop confidence, leadership skills and critical thinking skills. Our learning environment feels safe and welcoming to our students. Therefore, they feel comfortable asking questions, sharing their ideas and leading other students in clubs, sports teams and mentorship programs."
"Our focus on community extends beyond learners, as we see parents and siblings as part of the learning journey as well. Each week, families receive updates with stories, photos, and upcoming dates, bridging school and home and sparking deeper conversations that might not happen otherwise.
Monthly parent gatherings discuss self-directed learning and ways to support growth at home. Helping caregivers trust the process and recognize that learning is always happening is essential for learner success. This holistic approach ensures families feel involved, connected, and informed."
"We place a large emphasis on planning student experiences that help create real world ties to curriculum expectations. For example a unit in science is not simply concluded with a test regurgitates concepts from a textbook. More often than not, there is a project that asks students to use what they learned to solve a real world issue or there is a guest speaker who shares how they use this scientific knowledge to contribute to society."
"Parents new to Passages’ self-directed philosophy sometimes worry their child “would play games all day.” Often, their view of their child comes from long school days or weekends spent recovering. With autonomy at the Centre, many young people begin to take risks, try new ideas, and engage in deeper learning. Learning may not take a traditional form, but instead look like: conversations, impromptu experiments, problem-solving, or even games. All meaningful ways to grow and take risks.
Many youth also choose to attend Math and English classes without adult enforcement. They explore subjects at their own pace and depth, discovering that once the pressure to “have to do something” is removed, their interests develop naturally. It is surprising and delightful for families to see what truly motivates and energizes their child."
Information not available
"In August 2023, Passages moved to a larger space in Toronto’s Danforth, giving learners access to a common room, classroom, and art room, plus a full-size gym, kitchen, and courtyard for outdoor exploration. The expanded space supports curiosity, creativity, and collaboration while providing quiet areas for reflection and focused learning.
As our community has grown, we’ve also strengthened our internal processes. Learners designed a conflict-resolution system to support community cohesion, with staff guidance when needed. This approach empowers youth to express their needs, problem-solve with peers, and contribute to a safe and respectful community, reflecting our commitment to self-direction, empathy, and democratic decision-making."
Information not available
"As Passages has grown, our community now includes more families, volunteers, and staff, creating richer opportunities for learners both within the Centre and in the surrounding community. Over the next five years, we plan to expand volunteer opportunities for youth, provide peer-support and conflict resolution training, and grow our job support program for graduating learners.
We are also actively seeking funding to support solo parents, BIPOC families, and neurodivergent youth, while diversifying our Board of Directors to strengthen governance and community representation.
Our goal is to remain intentionally small, around 40–50 learners, to preserve the intimacy and personalized mentorship that defines Passages. Should demand exceed this number, a second location may open, allowing more learners to benefit from our self-directed, democratic approach."
We, at Joan of Arc Academy, are very proud of our heritage, our strong commitment to academic excellence and our environment in which all aspects of our students’ development – intellectual, physical, social, spiritual, moral and cultural – are nurtured.
The Academy believes that:
Fundamental to the philosophy of Joan of Arc Academy is the belief that education is not solely the Academy’s responsibility; it is shared with parents and guardians, who are encouraged to participate in school events and in their daughters’ educations. Parents have become well integrated into the fabric of our school, whether they are involved in coaching sports teams, leading the chess club, building our ice rink, growing our pumpkin patch, or participating on committees.The benefits derived from a Joan of Arc education are numerous. The girls-only environment, small class sizes, nurturing setting, accelerated and enriched programming, and seamless after-school program are just some of the many features our students enjoy. The quality of the Joan of Arc education is highlighted year after year as our graduating grade eight students are accepted to the high schools of their choice and offered significant scholarships.
Joan of Arc Academy will give your daughter a “passport to the world” because it is bilingual, multi-cultural and ecumenical. Joan of Arc’s Catholic history has evolved as Canada has evolved. Today in religion class, students learn about world religions, the meaning of friendship and good citizenship, anti-bullying strategies, self-image and constructive problem solving.
I hope that while navigating our website, you will note the warm and purposeful atmosphere that characterizes our school and makes it so special.
I look forward to meeting you and your daughter and welcoming you to our unique school.
Brian Lamb
Head of School
As the founder of Passages Centre and a long-time homeschooler for my children (now adults/teens!), I could see the need for an alternative education in Toronto where young people can come together within a community to work on what is meaningful to them.
Passages is a unique space filled with creative young people who have a strong sense of justice and challenge themselves to be more aware of the social issues that impact their lives. They embrace the democratic nature of our school, taking ownership of decision-making, committees, financial planning and the culture of the space.
As young people choose to take the reins of their education, it takes a special kind of staff to support them without taking over or letting their egos get in the way. It takes support from below to trust that these young people know what they need for this moment in their lives, are capable of finding the answers, or asking for help.
Allowing someone to flourish on their timeline is far from the typical approach to education, where the expectation is that everyone has the same knowledge because they’re in the same grade. We allow space for people to flex and grow, and to dive deep into an interest, driven by an innate desire to learn.
It is an honour to witness young people move through their days and learn holistically. On a typical day, conversations throughout the space can range from art techniques to world religion to forming committees. We flex, adapt, and work within our democratic approach to meet the needs of everyone.
As we’ve progressed through the years, the people who join us have typically felt ‘othered’ in their traditional school community for various reasons. Others simply felt that the education system didn’t feel right, and they may have already been resisting attending school. Many neurodivergent folks who join us feel like they can finally be themselves and learn who they are, and what living unmasked can feel like.
Focusing on the individual, we create a connection centred on autonomy and choice, respecting young people, and providing community within a safe(r) environment, which allows for an unmatched learning experience in the city.
I feel privileged that we have provided a space for all kinds of young people where they can feel valued and accepted as who they are. This acceptance permeates their self-image, which in turn positively influences their learning goals.
We look forward to welcoming more families and growing our small but mighty community!
Progressive
Information not available
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.
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.
Not applicable
With excellent French and English language skills, an advanced understanding of math and science, well-entrenched study habits and confidence in both her leadership skills and academic prowess will set the Joan of Arc Academy student apart from others.
Passages supports learners to use materials, and curriculums that meet their goals. We are not a one-size-fits-all approach therefore learning materials are individualized. Most of our learners have Autism, ADHD and processing challenges.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Math is explored through a learner's interest and desire. We offer daily scheduling of Math which they can choose to attend.
Information not available
No formal textbook is used unless a learner chooses one.
Calculators are used as needed.
Not applicable
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.
Not applicable
Information not available
Information not available
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.
Information not available
Writing is done as needed or desired. It can be done for a purpose (resume, application, letter) or for interest and exploration (stories, poems, opinion, comments).
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.
Information not available
Science is explored when learners show interest. Often the inquiry is the result of field trips and natural experimentation.
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.
Information not available
Reading is done primarily individually. Often one learner will encourage another to read a book of interest.
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.
Information not available
Information not available
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Although humanities topics are explored in a pragmatic way, they are entirely determined by the learners interest.
Information not available
If a learner wants to learn a language other than English, coaches and mentors will help them find the most suitable method that matches their learning style.
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
Information not available
Not applicable
These programs have an equal emphasis on receptive and creative learning.
Not applicable
Information not available
The arts do play a significant role in the Centre, but the program is totally determined by the learner with support.
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.
Information not available
Learners choose to use digital technology as needed. Mentors guide learners to using technology to meet their goals.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Passages has access to a gym and bowling alley. Regular PE classes are hosted with outdoor activities created spontaneously.
Not applicable
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Not applicable
Our kindergarten program is offered entirely in French to allow our students to be exposed at a young age to the language. Our different stations in the classroom allow them to progress in their skills at their own pace whilst the use of technology combined with standard teaching approaches develop their love of education.
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.
We host 1:1 weekly mentoring meetings for learners to reflect and share challenges and achievements, roadblocks and breakthroughs, goals and action plans. Mentors support them in creating schedules and timelines to gain a better understanding of their learning needs and goals.
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.
With a strengths-based approach we allow learners to explore and create timelines for academics that meets their goals. We do not focus on hitting standard curriculum goals since many of our learners focus deeply on their interests in a wholistic fashion.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our priority is to recognize learners as individuals and help them to be the best they can be. Through self-direction, the learner determines how they can thrive. As a Democratic School, we are focused on developing the “soft skills” that we believe are critical for a relevant education: civil discourse, listening, problem-solving, collaboration, and advocating for yours and others’ rights. Our adult mentors are always present with the learners to coach and support them in practicing these skills.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| 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.
|
||||
|
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
When a child's need for autonomy is beyond what schools can offer, self-directed learning is an option. This suits many with ADHD and ASD (level 1) and those with a PDA profile. We suit the young people who are always asking "why," the ones that actually want to see the reason they are learning something, and that it all fits into their goals in life.
Information not available
Passages Centre is a highly flexible, adaptable and personalized learning environment. Our community has many youths with ASD, ADHD, and learning difficulties, both diagnosed and undiagnosed. These young people thrive at our Centre because they are permitted to work at their own pace, in their own way, with the support of mentors who take a strengths-based perspective.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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 - 8
5 - 12
0%
30%
$0
$4,000
85%
95%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
No
See student profile on school website: https://joanofarcacademy.com/students/student-profile/
Youth who thrive at our centre are those who desire to be part of a community that cares for one another. Self-directed learning can be done anywhere, so while we do offer mentoring support and guidance, what young people truly value is our community. We are looking for people who want to be with peers of all ages, work on self-exploration and agency, and generally support community-building.
1. We recommend coming to the school for an in-person visit. It is the best way to see our school environment and we can address your questions in-person.
2. During the visit we will give you a package containing all registration forms and tuition information (annual tuition is $16,600).
3. We ask to see the student's latest report card and an IEP (Individualized Education Plan) if they have one.
5. Based on the Report Card or if the student has taken limited french classes, we may recommend an assessment.
4. Pending approval based on the report card or assessment, the student is registered once the forms and deposit are received.
All interested youth first attend an Information Session and Tour, then they're invited to book a Discovery Week to ensure we’re a good fit for all. During this time, your child will join us as other learners, attending classes they choose, working on projects or exploring materials, taking credit classes, or simply getting to know everyone.
They can join us in the gym, cooking in the kitchen or on any outings. The fee for this week is $225.
Discovery Weeks are ongoing throughout the year.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
