2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
70 Morven Drive, West Vancouver, British Columbia, V7S 1B2, CanadaIndirect Support:
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
70 Morven Drive, West Vancouver, British Columbia, V7S 1B2, Canada
2007
1984
65
1256
JK to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive
Varies
16 to 22
Learning, Developmental, Behavioral
$20,180 to $68,860
$23,800 to $28,150
No
Yes
0%
2%
None
6 to 12
$0
$7,500
4
84
0%
0%
100%
22%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 4 - 12
No
Yes: grades 8 - 12
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 reportTwo campuses, an AP offering, Round Square and an extensive roster of co-curriculars, Collingwood frankly has it all. It’s the largest day school in the region, and likely the country, and it benefits from its size through unequalled physical and human resources and a broad, varied course offering. That the campus is divided between two properties adds a welcome dimension—while student life is vibrant and busy, the division allows for a personal feel and sense of community in the day-to-day. Through the Four Strands program the school rightly requires students to participate in all areas of student life, including athletics, with recreational as well as competitive options. Perched in beautiful West Vancouver, the bussing system is proprietary, with routes servicing a wide catchment area, including North Shore from Deep Cove and into South Vancouver. In all, if there's a down side, we've yet to find it. The ideal student is one who will thrive in a vibrant, supportive instructional and social environment, and preparing for post-secondary education.
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"The atmosphere is tight-knit and supportive, with a strong sense of community."
Yuri Park - Alumnus (Feb 23, 2024)
Looking back on my overall experience at Collingwood I am more than grateful. For me, it was life-ch...
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"My experience at Collingwood School was quite amazing!"
Zach Yakaoma - Alumnus (Feb 23, 2024)
My experience at Collingwood School was quite amazing, no lie! I really felt that Collingwood was co...
View full review
"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!"
"Collingwood is one of Canada's largest JK-Grade 12, university-preparatory day school's, located on two campuses in beautiful West Vancouver. Our students participate fully in the School’s four strands: academics, athletics, arts and service. We are recognized for our robust Advanced Placement program, our university acceptance record, our outdoor Explore program, and our award-winning sports teams and musical groups. We are a member of ISABC, NAIS and we are a CAIS-accredited school."
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"Collingwood inspires and supports our students to pursue their passions with an educational experience that provides unique pathways and a personalized approach to learning. Our commitment to learning and teaching excellence from JK- Gr. 12 provides an exceptional academic foundation in literacy and numeracy with enriched knowledge and skills that exceed the BC Curriculum. We also offer an exceptional array of co-curricular programming across Academics, Arts, Athletics and Service."
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"Families choose Collingwood for its: personalized and inclusive approach to learning which fosters academic excellence and well-being; for the diverse array of co-curriculars offered across the four strands--academics, athletics, arts and service learning; and for the dedicated faculty who value experiential learning, collaboration, character development. The School's EDI (Equity, Diversity and Inclusion) Commitment strives to ensure every person feels welcomed, understood and valued."
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"Collingwood is committed to making students feel empowered with their own capabilities and strengths. Not only is the caliber of teaching outstanding--our faculty and staff care deeply about student wellbeing, individual growth and development with a view to the future. The University Guidance Department meets regularly with students in high school to guide individual post-secondary planning. Additionally students are supported by counsellors, specialists, Heads of House and Advisors."
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"At Collingwood, we care for each student as if they were our own. By providing a diverse array of co-curricular and curricular programming, we are able to support each student as they each pursue their individual passions. With a focus on individualized learning, we partner with our students to achieve their best. We emphasize the importance of community and prioritize our students' wellbeing and growth. We are deeply committed to hiring and retaining the best and brightest faculty and staff."
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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
As Collingwood’s sixth Head of School, it is my honour and privilege to welcome you as a prospective member of our caring and vibrant learning community.
As you will see, Collingwood is a very special community with much to offer. Our mission to inspire and support young people for meaningful lives is at the core of everything we do. With innovative technology and our design thinking approach to curriculum, we provide our students with a time-honoured Four Strand approach to education - offering the very best in academics, arts, athletics, and service learning. We work hard to know each child as an individual. We will identify their abilities and understand their nature. We will help them find their passions. Ultimately, our commitment is that we will care for each student as if they were our own child.
I look forward to meeting you in person and further introducing you to our wonderful community of educators and families.
Lisa Evans,
Head of School
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
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.
Information not available
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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.
Information not available
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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
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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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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
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Creative
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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The Physical Education Department provides students with the opportunity to develop appropriate fitness and motor skills, acquire knowledge, and demonstrate a positive attitude in a variety of recreational and team related activities. Students will be encouraged to take risks, challenge themselves, work with others cooperatively, and develop an appreciation of a healthy lifestyle through daily activities. While students are evaluated on participation, attendance and personal fitness, we encourage students to take ownership of their learning by getting involved with the evaluation process.
Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
Information not available
Standard-enriched
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.
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.
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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.
Academic Culture becomes more Rigorous in Grades 5 - 12
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Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Secondary Developmental Priority: Social - Socially aware and active citizens, motivated to change the world (or their community) for the better.
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
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).
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
5%
2%
$5,000
$7,500
100%
22%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 4 - 12
No
Yes: grades 8 - 12
No
Yes: grades 8 - 12
No
Yes: grades JK - 7
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!
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.
Please visit our Admissions Page for more information.
