2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
Indirect Support:
2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada
3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
2007
1996
65
400
JK to 12
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Montessori
Varies
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$20,180 to $68,860
$25,160
No
No
0%
0%
None
None
$0
$0
4
36
0%
0%
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 1 - 6
No
No
information not available
“The school delivers its robust academics through an integrated curriculum, where the emphasis is on the interconnectedness of core disciplines.”
“In pedagogical terms, the school takes a strongly relational approach, meaning that the teacher-student relationship is the catalyst for learning.”
“Freedom and responsibility are in careful balance in a Montessori curriculum, which creates daily opportunities for teachers to explore character education.”
Read The Our Kids Review of The Clover School
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 reportOne of the Montessori ideals is to provide a stimulating learning environment; the school environment, on the whole, should be comforting, familiar, friendly, and supportive, and The Clover School, frankly, provides a study in all of those things. The continuity of the school is also impressive. Isabelle Kunicki-Carter and Sandra Bosnar-Dale founded the school in 1996, and they've provided consistent leadership ever since. In that and every other way, it's one of the strongest Montessori programs in the city.
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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!"
"The Clover School's innovative curriculum combines Montessori essentials with heart-centred learning practices designed to nurture the mind, heart, health, and soul of each child. Children learn at their own pace, according to their own interests, developing skills and habits to help them thrive. This approach inspires and promotes intellectual curiosity, creativity, and individual growth through the integration of academics, arts, athletics, outdoor education, community service, and leadership. CCMA accredited."
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"The Clover School prides itself on its commitment to child-centered, active learning, fostering good citizenship, kindness, leadership, and modelling wellness in the classroom. Clover students are seen, heard, and loved. They are young people who care deeply about our planet, are kind to one another and want to make the world a better place. The Clover Team is diverse in its experience and history and are given the opportunity, along with students, to share expertise, culture, and passions."
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"Families with children enrolled in The Clover School's signature programming say Clover is the school they wish they had as children. When observing a classroom, families touring Clover note the children are happy, calm, hard-working, focused, and free to move through their spaces. Clover students have a 100% success rate at transferring to their school of choice when the time is right for them."
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"The Clover School is a place where open communication, engaged teachers, bright classrooms, along with an age-appropriate and stimulating curriculum enable children to really thrive. A place where educators are valued for their vital role in shaping the lives of young people. Where parents are welcomed warmly as members of our vibrant community & recognized as partners in their child’s education. Clover's goal is to help each child build resilience and tenacity in both learning and in life."
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"The Clover School prides itself on a signature curriculum that takes a whole-child approach to the Montessori pedagogy:
Mind - reveal unique passions and innate curiosity, fostering critical thinking, fearless discovery, and resilience
Heart - individuality, authenticity, and social-emotional learning promote courage, compassion, and self-awareness
Health - practice smart nutrition, physical exercise, and mindfulness
Soul - connectedness to the world through nature-based learning and the arts"
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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
Welcome!
Established in 1996, The Clover School (formerly Forest Hill Montessori School) is a C.C.M.A. accredited school, which offers an authentic and progressive Montessori education. Our warm and vibrant learning environment is a special place where children can explore, discover and develop as intelligent, confident and comapssionate individuals. The Clover School's positive and friendly atmosphere truly feels like an extended family.
The Clover School embodies the very essence of what a school should be: a vibrant community of students who are excited to learn, a place where open communication, engaged and dedicated teachers, bright classrooms and a stimulating and challenging curriculum encourage students to thrive. Our programs inspire and promote intellectual curiosity, creativity and individual growth through the integration of academics, arts, athletics, community service and leadership. It is a joy to watch our students blossom into the creative, confident and compassionate leaders of tomorrow.
We invite you to tour our website to learn all about our special school and the programs that it offers. However, we believe that the best way to really get a feel for what The Clover School is all about, is when our classes are in session. This will give you the opportunity to see our school when it is brimming with the energy of our students. Whether you are looking for exceptional childcare for your young toddler, a stimulating and educational program for your little preschooler, or the perfect learning environment for your bright, young school-aged child, we invite you to come visit us. We look forward to welcoming you and your child into our community!
Kindest Regards,
Sandra Bosnar-Dale & Isabelle Kunicki
Montessori
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
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.
The Clover School is a CCMA-accredited school offering an authentic and progressive Montessori education, with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission is to create an environment that inspires creative, curious, resilient, and innovative thinkers to lead with heart and realize their limitless potential through a lifelong journey of learning. Our positive and friendly environment truly feels like an extended family.
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.
Developing mathematical skills and spatial awareness is one of the most important study areas for Clover students. Children learn to recognize shapes, angles, sizes, positions, and the spaces they live in using colourful tactile manipulatives that are beautifully made from natural materials like wood. The Clover School has a wonderful process to move children from concrete forms (e.g. tracing tactile Sandpaper Numbers) through to the more abstract (e.g. writing out a math problem).
Information not available
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
The Montessori curriculum is designed alongside the science of reading. It separates the many elements of reading and writing one by one, in an accessible and enjoyable way. Literacy is a complicated process that involves the association of symbols with sounds, sounds with words, and words with ideas. It means learning to fluidly encode ideas into symbols and decode symbols into ideas. The Clover School's signature curriculum supports each student's unique journey toward literacy through differentiated lesson plans.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Following the introduction of the basic literacy concepts but before children have the hand strength to hold a pencil correctly, Clover students are able to connect the sounds that letters make to form words. The Clover School utilizes Montessori learning materials like the Moveable Alphabet to facilitate the child's written expression. As the children develop their hand strength through various practical life activities they gradually move towards creating letter formations with various instruments and then paper and pencil. Children learn to write in cursive first as it allows them to keep their pencil on the page and the sloping nature of the cursive letter is easier for the young writer increasing student success, focus, and enjoyment.
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.
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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
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
Expanding Communities
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.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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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.
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Web design
Robotics
Computer science
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Montessori
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.
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.
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.
Established in 1996, The Clover School is a CCMA accredited school offering an authentic and progressive Montessori education with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission at The Clover School is to empower children to reach their fullest potential as confident, creative, and compassionate young people and to joyfully cultivate a genuine desire for life-long learning. Our positive and friendly environment truly feels like an extended family.
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.
The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Pairing beautiful Montessori classroom materials with a teacher who is always available to provide children with guidance and support, each Clover student is presented with a unique education experience.
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.
Grades, like other external rewards, have little lasting effect on a child’s efforts or achievements. The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Our teachers pay close attention to where their student’s academic skills range in comparison to the grade level expectations of the Provincial curriculum so that any concerns, weaknesses, and areas of struggle can be identified and addressed.
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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."
By providing an intellectually stimulating and developmentally appropriate learning environment, we engage young minds, create opportunities for them to find their passion, and become ethical and responsible contributors to their local and global communities. We pride ourselves on being a uniquely warm and nurturing school community, which enhances each child’s learning experience. We recognize and embrace the importance of community, cooperation, kindness and the acceptance of each person as a unique individual.
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
Modifications
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
5%
0%
$5,000
$0
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 1 - 6
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!
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.
