2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
1939 Sooke Rd, Victoria, British Columbia, V9B 1W2, Canada
2007
2009
65
251
JK to 12
4 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
Varies
12 to 18
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$20,180 to $68,860
$10,290 to $17,750
$40,640 to $62,000
No
Yes
0%
10%
None
7 to 12
$0
$5,000
4
28
0%
30%
100%
95%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 12
Yes: grades 4 - 12
No
No
information not available
information not available
Not all students are created equally, and Oakwood was created, more than anything else, with that idea firmly in mind. It was founded by Trillian Taylor and Michele Power, who remain directors at the school today. The school is intentionally small, allowing for a very individual attention to the unique needs of each student, including an overt attention to social and emotional development. Families who enroll here do so knowing that their learners are capable of a lot, while in the awareness that they would benefit from a different approach than is found elsewhere. Students entering Oakwood join a community of true peers, something which in itself can be transformative to their learning experience and academic success.
View full reportBrookes Westshore, an International Baccalaureate (IB) World School, envisions a future filled with self-confident, lifelong learners who are connected and inspired to help others. Brookes Westshore fosters an inclusive, multicultural community, with over 20 different nationalities represented across Grades 4 through 12. Small class sizes, engaging teachers, and a caring community support students in a personalized environment that develops their critical thinking skills and a passion for life-long learning. Brookes Westshore provides students with the tools they need to pursue their dreams.
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"I consider the academics at Brookes to be among the best I have experienced as an educator."
Hannah Ashwood-Smith - Parent (Aug 05, 2022)
Our son loves his school experience at Brookes. He has enjoyed the culturally diverse community and ...
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"We found our community, we feel like we belong here and my kids are thriving."
Silvia Cardenas - Parent (Mar 13, 2023)
Both my kids have been thriving since they started in Brookes Westshore in the 2020-2021 school year...
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"We think our kid receives the support he needs."
José Tomás Martínez de Pablo - Parent (Mar 20, 2023)
He enjoys most of the sports facilities, the availability of a gym, an indoor court at school, and t...
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"Oakwood Academy is the only recognized school in Canada using the Developmental, Individual Differences, Relationship-Based (DIR®) Model. Located in Mississauga, our unique developmental approach teaches students (pre-school to Grade 12) to think rather than memorize, and uses social relationships as the cornerstone of curricular development. Our school is designed for every student to reach their academic and social potential. March/Summer Special Needs Camps available!"
"Brookes Westshore is an IB World School offering the International Baccalaureate Middle Years and Diploma Programmes. We are just 15 minutes from downtown Victoria on the scenic West Coast of British Columbia. Our small class sizes, engaging teachers and caring community support students in a personalized learning environment that develops critical thinking skills and a passion for life-long learning. Students have the opportunity to graduate with both the IB Diploma and the BC Dogwood Diploma."
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"Brookes Westshore teaches all students the International Baccalaureate curriculum. We believe this is the most comprehensive curriculum available provides students with the knowledge and skills to be their best selves in an increasingly globalized world. Students graduate from Brookes Westshore with the IB Diploma as well as the BC High School Diploma (BC Dogwood). The global perspective of the IB is enhanced through our commitment to having 50/50 local and international students."
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"Families choose Brookes Westshore for our small class sizes, excellent teaching, and the International Baccalaureate curriculum. With a maximum of 300 places available we are able to maintain a strong sense of community, where students are noticed and recognized for their unique attributes, and are given individualized support in areas where they need it."
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"Our international teaching staff. As an IB school we attract teaching staff who are highly qualified, motivated to support student excellence, and who have lived and worked around the world. Our diverse teaching staff bring a range of skills and perspectives to the classroom that directly benefit students, and build on the global mindedness at the heart of the IB curriculum. Our senior teachers mentor our younger staff, and our younger staff bring new ideas and energy into our community."
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"One of the things that we consistently hear from our families is surprise at the breadth of afterschool activities we offer, despite our small size. Students are able to take part in ASAs every day of the week and can choose new activities each term. We take advantage of the many facilities available in our community, as well as the stunning natural environment of Vancouver Island. Students can choose to go rock climbing, play tennis, take action on the environment, create music and much more."
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Dear Parents,
Thank you for considering Oakwood Academy for your child. Deciding on a school for your child is one of the most important decisions you will make for their future. This is perhaps even more the case if your child needs an individualized education.
As experienced educators in the field of special education, we saw first hand how many students were being taught skills that didn’t address their core developmental capacities. We were inspired to create a school that embraces each students’ individual learning profile and implements an educational program to target their route developmental challenges. We know that every child is capable of engaging with others, expressing their emotions and ideas and developing meaningful ways to communicate and interact with their world. The decision to base our curriculum around the The Developmental, Individual Difference, Relationship-based (DIR®) Model was made because we know this is the most effective way to help children become thinkers and problem solvers. We know that success beyond primary school years requires students to think critically, work collaboratively and communicate effectively, which is why we are careful to challenge students with meaningful learning opportunities rather than predetermined curriculum material.
We understand that finding the right school to foster your child’s social and emotional growth in addition to their academic growth, is critical. You can feel confident that your child’s unique learning needs will be respected at Oakwood.
Working with families is an essential part of our school model and we welcome the opportunity to meet you and your child and discuss how Oakwood Academy can be part of your child’s educational journey.
Trillian Taylor & Michele Power
Co-Founders, Directors
At Brookes, feel the positive energy that fills the corridors with a spirit of adventure, and sense the wonder of discovery in each classroom.
Our students thrive in the challenging, productive, and supportive learning environment we offer. Our goal is to nurture the joy of learning within our students and provide a safe place for them to explore their interests and discover their potential. We encourage students to take intellectual risks, to think creatively, and to work effectively with others.
Brookes Westshore is an authorized IB World School. Our mission is to prepare young men and women to become global citizens who have a passion for service and leadership, and who use compassion and communication to inspire peace in our world. Our small size allows us to tailor our classes to each student's need, allowing for a highly personalized learning experience.
I invite you to rise to the challenge of an IB education. Take a step beyond the average and begin to realize your boundless potential!
Progressive
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Using the DIR® model, founded by Dr. Stanley Greenspan, Oakwood Academy offers an individualized education program that is developmentally-based, and utilizes a multidisciplinary team in the development of each child's unique education plan. Using this model allows us to address all areas of a child's development and support their ability to communicate and relate to others.
We currently offer the IB Diploma Programme for grades 11 and 12, and the IB Middle Years Programme (MYP) for grades 6 through 10. Our school embraces the newly revised BC Ministry curriculum and is taught through the MYP and IB framework. Our approach is to engage students in big ideas, asking essential questions to make learning meaningful and relevant. For 2020 we will be pioneering a grade 4 and 5 class as we build towards offering the IB Primary Years Programme (PYP).
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
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.
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.
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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.
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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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
We teach literature as a progression of analysis skill building, and learning to express ideas through presentations and writing through the grades. Students are exposed to diverse cultural views through different types of texts and being able to understand the different means through which a writer can convey their ideas and purpose to an audience. Students are encouraged to think independently and collaborate with others in the learning process. In the International Baccalaureate (IB) Diploma Programme, students will study Language and Literature course in their mother language. Many of our international students in this programme love to be able to have this opportunity.
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 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.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
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.
Most of our students study French until Grade 10 and many universities require an additional language for their programs. The International Baccalaureate (IB) Diploma Programme requires all IB students (Grade 11 and 12) to complete a second language.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Visual Arts encourage students to challenge their own creative and cultural expectations and boundaries. Students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. By exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and reflect upon a wide range of contemporary art practices and media. Courses are designed for students who wish to study the arts at a post High School level, as well as for those who are seeking lifelong enrichment. We celebrate the visual arts in the way we create images and objects, and in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices are dynamic and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and thoughtful interpretation.
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.
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Web design
Robotics
Computer science
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We believe in a creating a balance of the physical and academic by providing PE to all of our students. Daily physical activity is a requirement of all of our students.
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
The DIR Model addresses all areas of a child's development with emphasis on his/her ability to communicate with and relate to others. Building a strong relationship with the child is the foundation of the model because a child must first be emotionally attached to the people in his life and have meaningful interaction with them in order to develop cognitively and emotionally.
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Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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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.
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”.
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Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We offer challenging learning environments to develop the imagination and the motivation to excel, and to inspire a joy of learning that is infused with enthusiasm and empathy.
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
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Oakwood Academy, academics are only part of what we do! Each day, we strive to support our students' development as a whole - cognitively, physically, and emotionally. A large part of our programming is supported by our multidisciplinary team, including an Occupational Therapist, Speech Language Pathologist, Physiotherapist, and Music Therapist. These professionals support our students' ability to navigate their physical world, as well as to relate, engage, and communicate with others.
Information not available
Oakwood Academy specializes in supporting students with a variety of different learning needs (e.g. ADHD ) and developmental disorders (e.g. ASD).
As a small school our learning assistance is limited to extra support after classes with some in-class accommodations based on specific student needs and the classroom learning environment.
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
7 - 12
5%
10%
$5,000
$5,000
100%
95%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 12
Yes: grades 4 - 12
No
No
No
No
No
No
No
No
No
No
We encourage you to set up an intake appointment to discuss how Oakwood Academy can support your child's unique strengths and goals!
It is our goal to enrol a diverse student body united by every student's ability and interest in an international education, global citizenship and passion for service and leadership.
Welcome! We are excited that you are considering Oakwood Academy. We are thrilled to be the only school in Canada to provide individualized education using the Developmental, Individual Differences, Relationship-Based (DIR®) Model. Our uniquely planned curriculum has been designed for students who require explicit education, and focuses on both academic and social development.
Please be assured that our admissions process is to help us understand your child’s strengths and goals, to develop an individualized curriculum to help them achieve their full potential.
Step One: About Your Child Form
The About Your Child form is to be completed by the parent(s)/guardian(s) of the applicant. Please submit the forms to our Admissions Coordinator at [email protected]. Once the form has been completed and submitted you will be contacted by our admissions office about your inquires or to set up a meeting with the Director.
Step Two: Meeting with the Director
Once your form has been received, we will be in touch to set up a meeting and tour. Both the applicant and their parent(s)/guardian(s) are expected to attend the meeting. In order to properly make a recommendation about the student’s placement, the applicant must attend the meeting.
Step Three: Trial Day Opportunity
In some cases we will suggest a trial day to determine appropriate placement in our Academic Program. On this day, your child will spend a half or full day at school, fully integrated into a classroom setting so that we can best determine their strengths, goals, and support level before recommending placement.
Step Four: Class Placement
Decisions are made after a personal meeting and assessment of the applicant. At this time, a recommendation for suitable placement and services within the school are made and discussed with families.
Step Five: The Final Step – Registration Forms and Payments
Upon acceptance, you will receive registration forms to be completed.
THE FOLLOWING MUST ACCOMPANY YOUR APPLICATION:
Questions?
Do not hesitate to contact the Admissions Office at [email protected] or call (905) 814-0277 for assistance.
We require an online application with supporting documentation, including: