2201 Cliff Street S.W., Calgary, Alberta, T2S 2G4, Canada
, Toronto, Ontario, , Canada
Indirect Support:
2201 Cliff Street S.W., Calgary, Alberta, T2S 2G4, Canada
, Toronto, Ontario, , Canada
0
2016
85
50
Preschool to 6
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive, Montessori
Varies
Varies
Learning
Dedicated class; in-class adaptations
$8,280 to $13,500
No
Yes
0%
0%
None
Nursery/Toddler to 6
$0
$0
9
5
0%
0%
0%
95%
Preschool, K, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
No
No
No
information not available
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The Montessori School of Calgary is committed to supporting the academic, emotional, social and physical development of each child so they may become self-directed learners, flexible thinkers and creative problem solvers. Offering a holistic approach to education, experienced teachers support each child with trust and respect, and proven academic success in pre-school, kindergarten and elementary streams.
Guidepost Montessori is a new campus in the GTA for ages infant to 12. At Guidepost, we offer an authentic Montessori experience as well as a global education that extends beyond the classroom walls. Our young students not only live and play in a thriving metropolis, but they also learn and explore within it. Students visit museums, historical sites, restaurants, and parks, and participate in performance arts and gallery exhibitions, all planned to enrich their understanding and perspective of culture. In elementary, students even plan these outings together. They research schedules and map out locations, taking on the responsibility of their education in a way that empowers their independence while deepening their own connection with the region they call home. Guidepost Toronto is among a growing, worldwide network of schools. Students learn about the cultures that exist within their sister campuses, and their families have the opportunity to visit and study at other Guidepost schools where their children enter a familiar Montessori classroom while exploring and engaging with a new city. At Guidepost, our teachers and our students are ever-evolving citizens of the world.
Montessori School of Calgary is committed to supporting your child’s academic, emotional, social and physical development. We consider the learning process and our Montessori journey a partnership between students, parents and educational professionals. Together, in the spirit of hard work, collaboration and search for excellence, our students engage as self-directed learners, flexible thinkers and creative problem solvers.
A Montessori experience gives children broad exposure to the world – its history, its formation, its life forms, its peoples past and present, its great discoveries, its cultures, its languages and its sciences. Students interact with adults from our community to research and gain new insights, and are encouraged to pursue their own interests. In carefully prepared Montessori environments, beginning with concrete material and using detailed steps, we bring a different awareness of the world to the mind of the child. In this way, we seek to appeal to each child’s imagination so that they can take an idea and form it in their mind – this is what Montessori calls passage to abstraction.
We so look forward to welcoming you to our community, and sharing with you in a holistic approach to education and proven academic success.
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Progressive
Montessori
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.
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.
The Montessori School of Calgary is a child-centered school with a holistic approach to education and proven high academic success. Within our nurturing environment, experienced teachers support each child with trust and respect, with the goal of developing confident, resilient and responsible character formation. In carefully prepared classrooms, children are grouped together in three-year age spans. They learn how to follow and then how to lead. Primary and elementary classes are multi-aged, multi-graded and are based on specific planes of development. The primary program is for children aged 3-6, and the elementary program is for children aged 6-12.
Students at Guidepost Montessori are exposed to science, art, history, literature from multiple traditions, a structured approach to writing skills, and all intellectual foundations of global civilization. Students also engage in the celebrations of many cultures while honoring the many immigrant traditions and music that exist in the ethnically-diverse and socially progressive city of Toronto. Our innovative programs combine rigorous learning with autonomy, which helps to nurture the cosmopolitan adult: an individual who can think and act globally while living a full life unencumbered by boundaries.
Discovery Math
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.
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.
Mathematical concepts are introduced to the child using concrete sensorial materials, which were designed specifically for the Montessori environment. Initial explorations with sensorial materials within the primary classroom encourage children to understand basic math concepts such as learning number recognition, counting and sequencing of numbers. This Sensorial work prepares the child for a more formal introduction to mathematics, and the introduction of abstract mathematical concepts such as the decimal system and mathematical operations within the elementary program.
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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.
Through conversation, read alouds, and every new word that is taught, the Montessori student is learning language, and building literacy skills. In the Montessori environment, emphasis is placed on the process of acquiring language. Knowledge is constructed by mental and physical activity rather than on passive learning. Writing is taught before reading.
Information not available
Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Writing is a process which requires intellectual processes, combined with manual dexterity. It allows the student the ability to express thoughts with graphic symbols. Activities have been developed, which realizes the great importance of indirect preparation. Montessori believed the child would prepare their hand and their mind and then would be able to write. When all of the components of language come together and the child realizes they can write is what Montessori called an “explosive phenomenon”.
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Inquiry
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.
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.
Science is all around us within our world. Children have the opportunity to engage with science learning throughout the day, within many different activities. For example, investigating what flowers smell like, how a leaf feels, or what happens when you pull the cat’s tail. These opportunities allow students to learn how things work and how the world is interconnected. Maria Montessori recognized the young child’s need to observe and absorb information about the world around them. She believed that experience with real objects should always proceed before learning the names or looking at pictures of things.
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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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Children build the skill of reading by observing the people around them immersed in reading, and doing it with pleasure. Children enjoy being talked to and love to listen to stories. Reading aloud is a good strategy for children to help them explore new facts, acquire the right word pronunciation as well as get introduced to vocabulary that they are unfamiliar with. Storytelling is a good way to instill lifelong love of reading and literature.
Information not available
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
Core Knowledge
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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Cultural activities allow the child to experience music, stories, artwork and items from the child’s community, society and cultural background. Geography, science, zoology and botany are all included within this cultural learning. Specialized Montessori materials, such as globes, puzzle maps and folders containing pictures from different countries all help to build understanding. The culture area also encourages children to develop creativity and further develop their fine motor skills. Students have the opportunity to freely express themselves. These cultural activities allow the children to develop an awareness and appreciation of the world around them.
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The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
While the young child is learning his native or primary language, he also has a great aptitude for learning to speak and understand a second or even third language at the same time. At the Montessori School of Calgary, exploratory classes in which children are taught the rudiments of vocabulary and grammar while being introduced to a new culture. These classes meet for a short period of time (often 30 minutes) once or twice a week, and they are intended as a basis for further learning
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
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.
Art is one of the many ways children express themselves. Art is a way for children to communicate their feelings. It is through art that children develop their fine motor skills. In the Montessori environment, we provide open-ended art activities that help children explore and use their creativity. When it comes to art, it is the process not the product that is important to the child. As adults, our goal is to produce a product. The child interacts with the world differently. The child works to develop self. The focus is on the process not the product. Once a child creates something, he does not feel the need to keep the product. It is the process that gives him satisfaction and inner joy.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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 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.
Contemporary approaches to technology integration in the Montessori environment occur as the student is ready to engage purposefully with the learning tools.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Montessori teachers shift the focus of sports and physical activities toward an approach that is non-competitive and collaborative.When we teach sports such as volleyball, soccer, and basketball, we emphasize the goals of collaboration and working with a team instead of on scoring points and winning.
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Montessori
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.
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.
During the first years of our Montessori primary program, children are adapting to a new environment and discover self-discipline, independence and a joy of learning. They enjoy many language activities and focus on enrichment of vocabulary and phonemic awareness. Music, art and nature are an integral part of our program. In their second year, children begin to recognize many letters of the alphabet and start to build words using the Moveable Alphabet. The third year, extended day, is the capstone year of the primary program. As they grow socially and emotionally, taking on leadership roles and supporting the younger children.
Guidepost offers Montessori education embedded in urban school environments. At Guidepost, your kindergartner will independently master a hands-on curriculum, explore learning experiences in their city, and have the opportunity to learn about and celebrate a myriad of traditions and cultures.
Student-paced
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 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 “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.
In our Montessori community, students have a say in what they’re going to learn and the circumstances through which they’ll learn it. This is done through small group lessons with students of various ages and one-on-one meetings with the elementary guide. The children are assessed in a variety of ways that support assessment as learning, an Alberta Education mandate. Students gain a strong sense of self, high levels of self-confidence and awareness, and understand their roles as engaged, ethical citizens with an entrepreneurial spirit. They are often ‘above grade level’ when assessed by traditional methods.
Following the Montessori philosophy of education, Guidepost Montessori offers a rich and supportive learning environment where the individual needs of each child are met. Our academic curriculum is developmentally sequenced, culturally rich, and instilled with the foundations of scientific thinking.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
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The Montessori School of Calgary is committed to supporting the academic, emotional, social and physical development of each child so they may become self-directed learners, flexible thinkers and creative problem solvers.
At Guidepost, we are helping to raise modern citizens of the world. Our programs strive toward self-mastery, in an effort to develop connected and versatile adults who can think and act globally. We aim to raise confident problem solvers who understand that a full life begins with an understanding and respect of self and those around them.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Montessori School of Calgary |
Guidepost Montessori at Toronto |
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
We endeavour to support the learning needs of all students however in some cases, students may be better accommodated in other schools or programs that specifically assist with diagnosed learning disabilities. For students with mild to moderate diagnoses, teachers work closely with the Head of School to implement an IPP and develop a consultative plan that includes support with the Montessori material.
One of the many benefits of a Montessori education is that all students learn at their own pace. This approach means that Guidepost can accommodate a wide range of learning abilities and is willing to work with families to discover their child’s own personalized learning journey.
Montessori School of Calgary |
Guidepost Montessori at Toronto |
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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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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
Nursery/Toddler - 6
0%
0%
$0
$0
0%
95%
Preschool, K, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
No
No
No
No
No
No
No
No
No
No
No
We are seeking families who are interested in partnering with our staff to support their children towards independent learning and development.
One of the many benefits of Montessori is that all students learn at their own pace. Guidepost welcomes all students to apply and we are willing to work with families to discover their child’s own personalized learning journey.
Applications are accepted to Montessori School of Calgary on an ongoing basis.
