964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
Indirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
5,699.0 km
5,726.5 km
1992
2018
150
100
Preschool to 8
SK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Traditional
Varies
8 to 12
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated gifted school
$7,500 to $15,000
$31,000 to $45,500
No
Yes
0%
0%
None
K to 10
$0
$5,000
13
7
0%
0%
95%
0%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades K - 11
No
No
information not available
information not available
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportOak Bridge Academy is designed for kids with exceptional learning and/or behavioural needs. Its academics are strong thanks to small class sizes, and a dedicated highly trained teaching and behavioural support staff. Oak Bridge’s individualized educational and social and emotional development support helps kids thrive. Kids also learn organizational strategies, as well as interpersonal, collaboration, and self-regulation skills. Oak Bridge also offers adjunct programming in life skills and a host of other exciting extracurriculars. Offering Kindergarten through Grade 9, Oak Bridge was founded on the core belief that all kids are able to learn and make progress when provided with the appropriate support.
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"The overall quality of student life at Oak Bridge Academy is outstanding!"
Colleen Coghlin - Parent (Jun 09, 2022)
My child has had a fantastic experience at Oak Bridge Academy. He loves that there are fewer kids th... View full review
"The academic program is wonderful."
Karen Maton - Parent (Jul 28, 2022)
We are absolutely thrilled with the progress our grandson has made in the two years he has been at O... View full review
"The best thing about OBA is that the students develop TRUE friendships."
Melissa Vardon - Parent (Jul 28, 2022)
All Students at OBA are accepted and welcomed just as they are. Unlike a traditional public school ... View full review
"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"For Waterloo Region parents watching a child with ASD face bullying or fall behind, you aren't alone. Every child deserves to learn, yet traditional systems often lack the resources to support it. At Oak Bridge Academy, we understand your burnout. Our expert staff are trained in ABA and ACT, enabling them to blend education with behavioural therapy to foster independence. Your child doesn't need to struggle. At Oak Bridge Academy, they will build friendships, leadership skills, and a love of learning."
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"Oak Bridge Academy's vision statement encompasses our belief and conviction "where success is presumed and actively pursued". With intentionality and conviction to this statement, we are committed to be the leading provider of educational services for students with exceptionalities. Our values include acceptance of differences, succeeding together, inspiring the love of learning, providing a welcoming, diverse and inclusive community while prioritizing training and evidence based practices."
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"Oak Bridge Academy uniquely serves Waterloo Region students with ASD who struggle in traditional schools. We differentiate by seamlessly blending academic education with clinical behavioural therapy. Our staff are expertly trained in ABA, ACT, and Mindfulness, delivering these therapies directly in the classroom. This hands-on approach builds cognitive flexibility and independence. The ultimate outcome? Rather than falling behind, students thrive as they develop leadership skills, lasting friendships, and a true love for learning."
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"Oak Bridge Academy was founded in Cambridge, Ontario, on the belief that all children can learn with the right support. Created for Waterloo Region families experiencing burnout as their children with ASD faced bullying or fell behind, OBA offers a safe, inclusive haven. A major milestone was opening our second campus on Hespeler Road to meet growing demand. By combining small classes with expert ABA and ACT behavioural therapies, we deliver high-quality education that builds independence. Today, we continue to empower students to build friendships, love learning, and truly thrive."
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"Oak Bridge Academy is the ideal fit for neurodivergent learners, particularly students with ASD in the Waterloo Region who may be struggling, unhappy, or falling behind in traditional schools that lack the necessary resources. The students who benefit most are those who need individualized structure to overcome challenges, build lasting friendships, and develop true independence. Our families are often parents who have felt burnt out or alone, but who firmly believe that every child deserves the opportunity to learn and grow safely. They value deep collaboration with our specialized team and understand that behavioural development and life skills are just as vital as academic success. Together, we partner to help their children move past their struggles and truly flourish."
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"We advise against Oak Bridge Academy if a family seeks a traditional, mainstream academic environment that prioritizes standardized testing over specialized behavioural development. If a child does not require intensive support for ASD, or if a family prefers a rigid system that separates clinical therapy from the classroom, we are not the right fit. Our model is built specifically for parents whose children are struggling, falling behind, or facing bullying in conventional schools. A mismatch occurs if a family resists a highly collaborative approach rooted in ABA and ACT."
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"Families choose Oak Bridge Academy because we offer a vital alternative to traditional systems that lack the resources to support children with ASD. While other schools separate education from therapy, our expert staff seamlessly blend high-quality academics with ABA, ACT, and Mindfulness directly within the classroom. Parents who previously felt burnt out and alone choose us because we don't just help their child get by. We provide a safe community where students overcome bullying, build lasting friendships, and develop true independence."
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"In the Waterloo Region, Oak Bridge Academy is recognized as a vital lifeline and safe haven for children with ASD and their families. The public sees us as pioneers who successfully bridge the gap between clinical behavioural therapy and high-quality education. We are known as the school where students who were previously unhappy, bullied, or falling behind finally find their footing and flourish. When people think of OBA, they think of expert, compassionate staff, life-changing support for exhausted parents, and a community where every child can learn."
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"Families initially look to Oak Bridge Academy to stop the immediate cycle of school unhappiness and academic decline. However, our deeply embedded use of Acceptance & Commitment Therapy and Mindfulness is often underappreciated at first. This approach goes far beyond simply managing behaviour in the moment; it explicitly teaches students cognitive flexibility and emotional resilience. This therapeutic foundation is the hidden engine that ultimately allows our students to transition from just surviving to becoming independent leaders."
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"Parents who come to us feeling burnt out are often surprised by how quickly the heavy emotional burden lifts. They expect a clinical environment but are met with a vibrant, joyful community where their child actually wants to go to school. Families are amazed to see children who once faced isolation and bullying suddenly building lasting friendships, discovering leadership skills, and coming home genuinely happy and excited to learn every single day."
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"Driven by our mission to ensure no child with ASD struggles in an under-equipped system, we recently achieved a major milestone by opening our second campus on Hespeler Road. This expansion directly addresses the growing demand from burnt-out families in our community. Along with the new campus, we have expanded our clinical services and added more expert staff fully certified in ABA and ACT. These changes ensure we continue delivering the high-quality, integrated behavioural education that allows our students to thrive."
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"Over the next five years, Oak Bridge Academy will expand our educational programming and clinical services to reach more families who feel isolated and alone. Guided by our philosophy that every child deserves the opportunity to learn, we plan to deepen our community partnerships and enhance our life skills curriculum. We will continue growing our infrastructure to ensure no student in our region is left to struggle in an unequipped system. Our future is focused on creating even more pathways for our students to develop leadership, build lifelong friendships, and confidently step into successful futures."
We welcome you to experience the Peel Montessori Private School difference where students of all ages can achieve an edge. Whether a child is three years old and beginning to read or a Grade 4 student learning algebra, emphasis is always placed on doing ones personal best.
We are passionate about teaching and dedicated to helping each child reach their full academic potential as well as focus on the development of key personal qualities such as character, leadership skills, and a good sense of humour.
Our halls and classrooms are filled with laughter, caring attitudes, a love of learning, and excitement to attend school. The entire school interacts as a large, family-like community, supporting, inspiring, and motivating each other to succeed.
Peel Montessori provides a solid educational and social foundation in which each child can build their future with confidence and a feeling of self-worth.
We look forward to meeting you and your child. Contact our school for a personal visit and experience the difference where your child can learn to their potential and enjoy school.
Dear Parents,
Thank you for considering Oak Bridge Academy for your child. We understand that deciding on a school for your child with exceptional learning and/or behavioural needs is one of the most important decisions you will make for their future.
Oak Bridge Academy was founded on the understanding and core belief that all children are able to learn and make progress when provided with the appropriate support. The co-founders of Oak Bridge Academy are parents of children with exceptionalities who, like you, wanted more for their child. Oak Bridge was founded on this belief and continues to strive to support all children academically, socially and emotionally.
Academics is a core focus and an important part of each day at Oak Bridge Academy, however, mindfulness and working to be flexible in thoughts and behaviours are the skills and strategies that are intertwined throughout the day and incorporated into all learning activities. Oak Bridge Academy also intentionally teaches skills such as initiation, organizational strategies, interpersonal skills, collaboration, self-regulation and responsibility.
We use a model that has shown great success in several schools in the USA, following a model by Dr. Mark Dixon. This model uses the evidence-based principles of Applied Behaviour Analysis and Acceptance and Commitment Therapy.
We understand that finding the right school to foster your child’s academic, social and emotional growth is critical. You can feel confident that your child’s individualized learning needs will be accepted and supported at Oak Bridge Academy.
All of our Ontario Certified Teachers and our Registered Behaviour Technician (RBT) work closely with families as an essential part of our school model.
We look forward to the opportunity to meet you and your child and discuss how Oak Bridge Academy can support your child’s educational journey.
Co-Founder, Director and Principal
Kathie Shaw
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
OBA follows the Ontario Curriculum with an augmented curriculum in literacy, numeracy, social skills and SEL. All students have an accommodated and/or modified IEP for their individualized learning needs.
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.
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.
Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
Information not available
Jump Math Supplementary support utilising IXL
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
Early literacy intervention is based on Orton–Gillingham approach. Orton-Gillingham is a structured literacy approach. It introduced the idea of breaking reading and spelling down into smaller skills involving letters and sounds and then building on these skills over time.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Reading Benchmarks -Fountas and Pinnell
Orton-Gillingham assessments and evaluations
The Woodcock-Johnson Tests Reading Mastery test (incoming students)
Process approach
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.
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.
Hand Writing Without Tears curriculum is utilized in primary grades to help develop handwriting skills utilizing a multi-sensory handwriting instruction. In junior and intermediate grades Writers' Workshops are used with monthly themes to encourage a variety of different writing styles and interests.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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.
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Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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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
Not applicable
Not applicable
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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.
Information not available
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Web design
Robotics
Computer science
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Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
Ready 2 Learn is a program designed to target the skills required to be successful in a classroom or group setting. Ready 2 Learn offers a blended therapeutic and academic environment, using a variety of evidence based practices to support each child in reaching their full potential. Specific scaffolded programs are used to teach core academic skills.
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 hands-on activities and inherent organization of the class allows for flexible pacing and personalized growth. One-on-one lessons are presented when readiness is observed, and the multi-year groupings allow for individualized academic and social stimulation and pace. Independent learning strategies enable personalized pacing in all subject areas.
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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.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
First and foremost, providing a supportive, structured and empathetic approach to our student's various learning needs allows us the opportunity to focus on instilling a love of learning. Behavioural flexibility takes precedent over academic performance.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
The CORE principle of Oak Bridge Academy is behavioural flexibility. This key skill, encompassing social skills development and emotional regulation, is at the heart of all school activities. We believe that these skills will support our students for sustained future success in both school, and more importantly throughout life.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
Oak Bridge Academy is an alternative school structured around the principles of Applied Behaviour Analysis designed specifically for children with neurodevelopmental disorders. Applied Behaviour Analysis focuses on the principles that explain how learning takes place and is a scientifically validated approach to understanding behaviour and how our behaviour is affected by the environment. The core principles of behavioural science used at Oak Bridge Academy include contingency management, goal setting, self-control, mindfulness, and Acceptance and Commitment Training (ACT). Each of these principles, when used in combination, will contribute to developing a resilient and flexible student. All students have an IEP and accommodations and modifications are all individualized depending on the identified needs of the student. Social and/or emotional regulation goals are alternative goals on the students' IEP.
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
We provide services for all students. Children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities.
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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
K - 10
0%
0%
$0
$5,000
95%
0%
Rolling
Rolling
Not available
Not available
Yes
Yes: grades K - 11
No
No
No
No
Yes
No
No
No
No
No
We provide services for neurodiverse students including autism, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities. Full-day, ten-month (September to June) programming with high teacher-to-student ratios is offered to children from K-Grade 11. One-on-one support is not provided in our regular tuition formula.
Oak Bridge Academy Application Process
The application process helps us gain important information about prospective students and their families. This process will help all parties determine if Oak Bridge Academy is the appropriate placement for their child and family.
As Oak Bridge Academy has limited space, we encourage you to apply early to avoid being placed on a wait list.
Step 1: The Application Form
This form is to be completed by the parent(s)/guardian(s) of the applicant along with a non-refundable $250.00 application fee. This fee is non-refundable due to the amount of staff time required to review and assess the application. Please be sure to also send along copies of the student’s:
current IEP
last two report cards
any behavioural or psychological reports
Once the application form, $250.00 fee and student information have all been submitted, you will be contacted to schedule an on-site interview.
Step 2: The Interview and Trial Day
The interview will take place at the school with the parents while your child spends a full day in a fully integrated classroom setting. This step will allow Oak Bridge staff to determine the child’s strengths, goals and support level before recommending potential placement.
Step 3: Admission Decision
Admission decisions are made after a family interview and assessment of the applicant.
If Oak Bridge Academy feels the applicant would benefit from the behaviour curriculum, admissions will be approved and the application will be forwarded a registration package.
Step 4: School Registration
Your registration will not be considered complete until Oak Bridge Academy receives the following:
Registration Forms
$1000 Registration Fee (will be deducted from your total tuition cost)
A copy of the applicant’s birth certificate or passport
A copy of the applicant’s most recent immunization records
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