964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
121 Brunel Road, Mississauga, Ontario, L4Z 3E9, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
121 Brunel Road, Mississauga, Ontario, L4Z 3E9, Canada
5,699.0 km
5,703.1 km
1992
2024
150
295
Preschool to 8
9 to 12
Coed
Coed
Day
eSchool
English
English
Academic
Academic
Progressive, Montessori
Traditional
Varies
Varies
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
No
No
0%
0%
None
None
$0
$0
13
74
0%
0%
95%
100%
information not available
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
Yes
No
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 reportinformation not available
"I think the best part of the experience is the flexibility, but students should know that they need to be independent and organized to do well."
Awatif Khan - Student (Apr 16, 2026)
My experience at the Royal Ontario Academy was honestly a mix of both good and challenging moments. ... View full review
"The staff are very supportive and provide assistance every step of the way."
Arielle Wallace - Student (Apr 23, 2026)
I have been attending the Royal Ontario Academy since the fall of 2025, and so far it has been a ver... View full review
"The teachers are knowledgable and caring."
Ben Slade - Alumnus (May 04, 2026)
My experience at Royal Ontario Academy was really good overall. One thing that stands out to me is h... 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!"
"Royal Ontario Academy is an Ontario Ministry-inspected virtual high school offering affordable OSSD credits to students in Canada and worldwide. Our online courses let students learn anytime, at their own pace, with quick teacher feedback and personalized support. Students and families can register online and start anytime. We also offer PLAR for eligible students, recognizing prior studies so students can avoid repeating courses and move more efficiently toward earning the OSSD diploma for university admission."
Information not available
"Royal Ontario Academy provides caring, timely, and personalized support to every student. We take the time to understand each student’s postsecondary goals, including the university or college programs they hope to enter, and work closely with them to ensure their course progress and grades align with those aspirations. Whether a student is improving their grades or already performing at a high level, we support all learners with equal care, attention, and high expectations. Our courses are designed in smaller-sized units to support stronger retention, deeper learning, and practical real-life application, while virtual simulated labs in science and math help bring concepts to life. Quick and timely teacher feedback keeps students moving forward with confidence. ROA graduates have been accepted to top Canadian universities, including the University of Toronto, the University of Alberta, Queen’s University, Western University, Wilfrid Laurier University & many more across the world."
Information not available
"ROA has made a deliberate tradeoff by choosing asynchronous learning instead of a traditional live-teaching model. This gives students more flexibility and allows us to keep tuition affordable for families. To make that model effective, we have invested heavily in purposeful course design, creating courses that are interactive, engaging, and structured to support independent learning without compromising academic quality. By building strong courses rather than relying on constant live instruction, we are able to offer a widely recognized Ontario high school education that is low-cost, affordable, and accessible to students in Canada and around the world."
Information not available
"Royal Ontario Academy’s present identity has been shaped by several important moments in its growth. From its founding as an online high school, ROA has focused on providing flexible, accessible learning opportunities for students in Grades 9–12. Another major turning point was the decision to invest in high-quality course design that promotes active learning, practical application, and affordability rather than relying on constant live instruction. This vision has been strengthened by the outstanding work of Dr. Karen McCloskey and Natasha Pomeroy, whose expertise in course development and instructional design has helped shape engaging, rigorous, and meaningful online learning experiences. ROA’s continued adaptation to modern education, including the responsible use of AI, has further defined its character as flexible, student-focused and academically strong, while maintaining an attendance policy that requires regular student engagement and interaction with course material."
Information not available
"There are many different types of students that benefit from studying at ROA:
Students wishing to improve marks by repeating high school courses;
Students wanting to improve their chances of being admitted into competitive university programs;
Students that want to start early or advance faster than the traditional high school schedule permits, including Grade 8 students who want to reach ahead;
Students that need flexible online learning that fits their schedule because of sports, travel, health reasons or other person/family reasons;
Students from Quebec that wish to earn an Ontario high school diploma and receive credits for their French studies in Quebec;
International students that want fair tuition, with the same price for domestic and international students; and
International students that want to obtain an OSSD diploma and want to receive a free PLAR assessment to recognize previous high school courses from their home country."
Information not available
"We may not be the right fit for families who want a traditional school experience built around in-person instruction or constant live, synchronous classes. Our model is designed for students who benefit from flexibility, independence, and thoughtfully structured online learning.
That said, we are not a passive or impersonal online school. We believe online learning should never feel dull, disconnected, or purely transactional. Too many online courses are passive and uninspiring, so we have designed ours differently. ROA is built for families who want flexibility without sacrificing quality.
We also embrace the realities of modern learning. In selected assignments, students may use AI responsibly as a tool to enhance their thinking and learning, while maintaining academic integrity and ensuring that all work reflects real understanding and original effort.
For families seeking a flexible, high-quality and affordable online education, we believe ROA is a strong fit."
Information not available
"Families choose ROA for several clear reasons. One of the biggest is word of mouth: they hear from other families, students, and partners that ROA offers outstanding value. We are known for providing strong, well-designed Ontario high school courses that are among the lowest price, without sacrificing quality. Families also choose us because our learning model is flexible, practical, and accessible for students in different situations, including those who need to repeat courses, improve grades, reach ahead, or study from outside Ontario or Canada. International families value that we charge the same tuition for domestic and international students, with no pricing difference. Many also appreciate our free PLAR assessments, which help recognize previous learning and maximize transfer credits. Overall, families choose ROA because it combines affordability, fairness, flexibility, and meaningful academic opportunity in a way that stands out from many other schools."
Information not available
"The most prominent feature of ROA in the public eye is its reputation for outstanding value. People see the school as a flexible, affordable, and top rated Ontario private high school that makes recognized OSSD education more accessible to students in Canada and around the world.
The attributes most often associated with ROA are affordability, flexibility, high university acceptance rates, practical learning, and improved grades.
It is viewed as a school that helps students move forward, whether by improving grades, earning Ontario credits, reaching ahead, or preparing for top universities. This simple but meaningful image reflects ROA’s brand identity: a student-focused online school that combines quality, affordability, and real academic success."
Information not available
"An underappreciated strength of ROA is the combination of exceptional value and exceptional care. Our tuition is highly affordable, with no unnecessary extra fees or hidden costs, which makes a strong Ontario education more accessible to families. At the same time, ROA offers something equally important: genuine, personal support. Principal Phoebe Martin is known for being kind, responsive, and deeply invested in each student’s success. She goes the extra mile to support students and families, making ROA not just affordable, but truly caring, attentive, and committed to helping students succeed both in school and beyond."
Information not available
"What may surprise families most about ROA is that our courses are designed to go beyond helping students earn credits or achieve higher grades. We want students to understand the why behind what they are learning and how it connects to real-life situations, examples, and future study.
This approach is built into our course design by Dr. Karen McCloskey and Teacher Natasha Pomeroy, who carefully developed courses with meaningful application in mind. Their goal is not only to help students succeed in high school, but also to prepare them to apply their knowledge with confidence at the university level and beyond."
Information not available
"A recent improvement at ROA has been the introduction of more comprehensive practice exams designed to better prepare students for their final assessments. These practice exams help students measure their readiness, understand expectations more clearly, and identify areas that need further review. This has given students greater clarity and confidence, while also contributing to stronger overall performance.
Similarly, a recent update to ROA’s attendance policy emphasizes the importance of regular engagement and interaction with course material. Students are expected to participate consistently in their learning to demonstrate progress and maintain momentum. If a student’s activity falls below expectations, the Principal will reach out to provide support and ensure that learning continues in a responsible and structured manner."
Information not available
"In the next five years, ROA will continue to grow by using expanding technology and artificial intelligence capabilities to make our courses even more interactive, engaging, and responsive to student needs. We expect to further enhance course design in ways that keep students focused, involved, and actively participating in the learning process. As always, our aim will be to use innovation thoughtfully to strengthen understanding, support student success, and make online learning even more meaningful."
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.
At Royal Ontario Academy, we believe effective online learning should be engaging, meaningful, and carefully designed to support real student growth. Our goal is not simply to help students complete courses, but to help them build understanding, confidence, and skills that will serve them well beyond high school.
We are committed to ensuring that our courses are structured in ways that promote active learning, clear progress, and practical application. Students learn best when they understand not only what they are studying, but why it matters. That is why our courses are designed to connect curriculum expectations with real-life examples, thoughtful practice, and meaningful opportunities to apply knowledge.
We also recognize that every student’s path is different. A strong online learning environment should provide both flexibility and structure, allowing students to move forward with support while developing independence and responsibility.
At ROA, we are proud to offer a learning experience that is student-focused, academically strong, and designed to prepare students for future success in post-secondary education and beyond.
Dr. Karen McCloskey
Traditional
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.
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.
Not applicable
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
Royal Ontario Academy follows the curriculum guidelines established by the Ministry of Education of the Province of Ontario and is inspected annually to ensure compliance with Ontario standards for private schools granting OSSD credits. Our courses are designed to meet provincial expectations while also making learning clear, engaging, and relevant for students.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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
Information not available
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
Information not available
Not applicable
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.
Not applicable
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.
Information not available
Not applicable
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.
Not applicable
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.
Information not available
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
Not applicable
Not applicable
Information not available
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
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Not applicable
Not applicable
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Not applicable
Information not available
Information not available
Web design
Robotics
Computer science
Information not available
Information not available
Not applicable
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.
Not applicable
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.
Information not available
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.
Our courses are designed to ensure students complete each lesson before proceeding to the next. This approach encourages steady progress, reinforces understanding, and helps students build the knowledge and skills needed for success in later lessons.
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.
For students who demonstrate strong engagement on our online learning platform and participate fully in all aspects of the course curriculum including frequent and open communication with their teachers and school staff, our Principal may consider requests for second attempts in certain situations and make exceptions where appropriate. This reflects our belief that learning is a process, and that committed students should sometimes have the opportunity to reflect, improve, and show stronger understanding.
Information not available
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
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.
Royal Ontario Academy aims to develop independent, responsible, and resilient learners prepared for postsecondary pathways and beyond. We prioritize critical thinking, real-life application of knowledge, and strong communication skills, while fostering integrity and accountability. Through flexible, student-centered online learning, students build self-discipline, time management, and ownership of their progress. Course design emphasizes practical, real-world connections so learning is meaningful and transferable beyond the classroom. We also promote the ethical use of technology, including AI. Our goal is to graduate confident, capable, and motivated individuals who can apply their learning effectively in academic, professional, and everyday contexts.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| 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.
|
||||
|
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
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.
Information not available
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.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
0%
0%
$0
$0
95%
100%
Rolling
Not available
Not available
Not available
Yes
No
No
No
No
No
Yes
No
No
No
No
No
ROA admits students who meet the prerequisites for each course and are prepared to work toward their academic goals in a flexible online environment. Requiring prerequisites helps ensure students have the necessary foundation to succeed and fully benefit from the learning experience. Upon receipt of required admission documents, and for mature students, any additional documentation of prior learning or experience, the Principal reviews each application, completes an assessment, and provides recommendations on course selection and academic planning aligned with the student’s postsecondary goals.
Required application documents:
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
