964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
1700 Mazo Crescent Mississauga, ON Canada, Mississauga, Ontario, L5J 1Y8, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
1700 Mazo Crescent Mississauga, ON Canada, Mississauga, Ontario, L5J 1Y8, Canada
5,699.0 km
5,700.1 km
1992
0
150
30
Preschool to 8
JK to 5
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Waldorf
Varies
5 to 10
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated gifted class
$7,500 to $15,000
$2,400 to $49,994
No
No
0%
0%
None
None
$0
$0
13
4
0%
0%
95%
100%
information not available
JK, SK, K, 1, 2, 3, 4, 5
information not available
information not available
Rolling
Rolling
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 reportShining Stars School is a Ministry-recognized alternative learning environment designed to support children with Autism Spectrum Disorder and related learning differences. Rooted in the belief that every child can succeed, the school offers a highly personalized, therapeutic approach that combines individualized instruction with a calm and responsive setting. With a team of trained therapists and educators, students benefit from consistent one-on-one support, integrated learning plans, and a low student-to-teacher ratio that allows for true responsiveness to each child’s developmental and academic needs. The school has a whole-child philosophy, which means balancing academic growth with social-emotional development and self-regulation, and creating sensory-informed spaces that promote comfort and engagement. Parents are considered essential partners, invited into the learning process through collaborative planning and hands-on training. Through a multidisciplinary model that includes regular assessments and non-traditional grading, Shining Stars aligns with and often exceeds provincial standards while remaining flexible to each learner’s pace. For families seeking an inclusive, nurturing alternative to traditional classrooms—particularly for children who are anxious, neurodivergent, or in need of enrichment or remediation—Shining Stars is a structured, respectful space where students can thrive.
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"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!"
"Shining Stars School est. September 2023, is a Ministry of Education Alternative School for children and youth with Autism Spectrum Disorder and other related difficulties, Kindergarten to Grade 5. Shining Stars School mission Children Can Succeed supports the notion by combining the most conducive learning environment and an academic plan that matches the child's developmental needs, our students can succeed! Each of our students receives 1:1 instruction from a Supervised Therapist and whose program is supervised by an RBA"
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"Individualized Service Plans: Each student enrolled in Shining Stars School will have a tailored and individualized educational plan meeting their unique strengths and needs.
Smaller Class Sizes: Lower therapist-to-student ratios allow for more individualized and personalized attention, stronger bonds between therapist and student and a strong sense of community.
Focus on the Whole Child Learning: With an emphasis beyond academics, Shining Stars School nurtures and builds emotional well-being, independence, creativity and social skills.
Inclusive and Supportive Learning Environment: Shining Stars School emphasizes and believes in inclusivity and children with Autism Spectrum Disorder should learn amongst others.
Strong Parental Involvement: Parents and caregivers are seen as crux to their child's learning journey and success, often viewed as the gatekeeper of their child's program , involvement and collaboration is a key component to each child's learning journey."
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"At Shining Stars School, we are deeply committed to nurturing a learning environment rooted in respect and compassion. Our core mission and value Children Can Succeed guides every aspect of our community - from therapist to educators, to the way we teach to what we teach to how we connect with families. We never waiver on:
Student Individuality: Shining Stars School honours each child's unique learning style and strengths. Early on a preference assessment is used to understand and foster a strong bond with each of our students. A students' preferences and reinforcers are taken into account to build a strong rapport and trust. Shining Stars School believes this connection is at the heart of meaningful learning.
Lifelong Learning: Shining Stars School encourages learners to ask questions, take risks and be bold and curious and continue learning each day. Learning does not stop when they graduate from Shining Stars School. Learning is a phenomenon that continues."
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"2023 - Shining Stars School Founded/First Permanent Campus Established: Shining Stars School opened its doors with the focus on the mission that children can succeed!
2023 - Community Partnerships: Shining Stars School believes in the importance of collaboration between previous schools and multi-disciplinary stakeholders. Information shared between partners is crux to ensuring consistency for learning goals.
2024 - Logo Changed: The recognition that Autism Spectrum Disorder is not a puzzle that needs to be fit perfectly into place rather each student's learning profile is unique and recognized.
2024 - Shining Stars School Recognized as a Leading Alternative School: Shining Stars School was recognized and selected by the Canadian Business Review Board as a leader in providing quality alternative education for children and youth with Autism.
2023/24 - Shining Stars School Introduces Year Round Education: Shining Stars School successfully implemented year round learning."
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"At Shining Stars School, all learners are welcome. Some students thrive in our environment and the ideal learner for Shining Stars School is a student who:
Benefits from a Personalized Approach: Learners who would not benefit from a traditional and larger classroom environment and need individualized support - academically, socially and/or emotionally, thrive in Shining Stars School learning environment.
Learns Differently: Students who are neurodivergent or have learning differences such as ADHD, Autism, Dyslexia or Anxiety often find a smaller class size with 1:1 support better supports their learning needs.
Compassionate and Flexible Environment: Students who struggle with the overstimulation a traditional school provides, appreciate the greater level of flexibility and supportive team Shining Stars School provides.
Shining Stars School celebrates each learners' unique needs and each learner is supported, appreciated and celebrated."
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"Some of the common misconceptions about Shining Stars School:
Myth: Shining Stars School is only applicable to children and youth who have Autism or other related learning need. While Shining Stars School supports students who need more personalized environments, the focus is one learning styles. Many of our students attend for remediation, enrichment and/or self-regulation and may be also enrolled in a traditional school alongside Shining Stars School.
Myth: Shining Stars School does not follow Ontario Curriculum Standards: The student's curricular program is dependent on the results of their intake assessment. Shining Stars School must follow and exceed academic expectations and ensures alignment with the Ontario Curriculum. Whether the student is a best fit for alternative, modified or accommodated curriculum, Ontario's curriculum is Shining Stars School guidepost."
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"Parents and caregivers choose Shining Stars School because they want their child learning in an environment that personalizes learning. Parents value a setting where their child's learning style, pace and interests are honoured through individualized instruction. Smaller class sizes allow students to belong and feel recognized. Additionally, many parents see an alternative school as a fresh start.
Shining Stars School is an Ontario Autism Program (OAP) provider. This means families who are receiving OAP funding from the provincial government are eligible to use their child's funding for Shining Stars School. A Registered Behaviour Analyst would be allocated to provide monthly and periodic supervision ensuring your child is receiving the best possible outcomes of educational delivery.
Shining Stars School parents seek an environment that prioritizes emotional well-being and safety especially for learners who may be anxious, sensitive or neurodivergent."
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"Shining Stars School prominent features include:
Each student receives 1:1 support from a Supervised Therapist . Our Supervised Therapists have a minimum of 1 year working directly with children and youth with Autism Spectrum Disorder. Our team members are passionate, supportive and understand the diverse needs of our student population. The Supervised Therapist works hand in hand with the Registered Behaviour Analyst team member with a shared focus and goals."
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"1-Assessments: Shining Stars School ensures importance is placed on semi-annual assessments for students. Assessments help us understand which skills each child has mastered, skills the student requires more time to learn and drives an individualized and developmentally service plan into motion.
2-Non-Traditional Grading Systems: Shining Stars School emphasizes, through analytical procedures (raw data collection, upward data trends) mastery and progression. A one-size fits all curricula may be avoided.
3-Non-uniform Curriculum: Curriculum is individualized and specific to the child's assessment results as well as parental goals and expectations.
4-Non-competition: Shining Stars School promotes collaboration, respect and self-improvement among students as opposed to competition for grades or rankings."
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"Shining Stars School founding principal, Rania Ghobrial, understands the needs of our students and the specialized approach to assisting students to succeed is student-centered, individualized and flexible and ensures active and hands-on learning."
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"Increased inclusion of neurodivergent learners includes customizing our spaces to better support students with sensory sensitivities, need for kinetic movement or ADHD. This also includes creating multi-modal learning spaces such as a our alternative learning environments, movement areas and flexible and preferred seating.
Increased parental involvement through monthly and quarterly parent training workshops with a focus on topics specific to their child and needs. Such collaboration brings families to the forefront and encourages shared decision making.
Increased student choice for reading materials, learning formats and projects. Students can have greater autonomy and decision making in selecting learning materials specific to the course of study (i.e. novel for study, topics for projects, multi-modality for projects)"
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"Shining Stars School plans to adapt the educational needs of our students in the future by:
-Encouraging students to be front and center in designing their Individual Academic and Behavioural Plan, learning goals and pathways.
-Incorporating and ensure curricular program includes a full-time mental health professional with a focus on building emotional regulation, mindfulness and resilience.
-Embedding community based and outdoor programming to connect to real world learning (e.g. building financial literacy, blending an internship with curricular instruction.
-Continuation of ongoing parental and multidisciplinary team collaboration."
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 Families,
Welcome to our Shining Stars School community. It is with great joy and delight to extend a warm welcome to new and returning families to Shining Stars School. We are excited and honoured you have chosen Shining Stars School as a partner in your child's educational journey.
At Shining Stars School, we believe in supporting the child's success, growth and full potential. How is this formula created? This is created by ensuring our students feel valued, safe and comfortable as well as addressing the emotional, academic and social needs of each student. Additionally and also equally important is the environment. Shining Stars School inclusive and warm welcoming environment encourages a place where students feel ready to learn.
Shining Stars School looks forward to working with parents and guardians as the foundation for each student's success. Thank you for entrusting Shining Stars School for your child's learning and development.
Warm Regards,
Rania
Founding Principal
Shining Stars School
Waldorf
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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.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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
Our Therapeutic/Behavioural Approach and methodology focuses on mental health, behavioural change, emotional regulation with embedded academics.
Discovery 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.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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.
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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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Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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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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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
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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.
Whole child development inspired by children's preferences and reinforcement that focuses on building cooperation, independence, a love for learning, self-regulation and social-emotional learning.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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.
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"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.
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.
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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
Extra support
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.
Instructional Accommodations -Text to speech software -Hands on learning tools Environmental Accommodations -Alternative Learning Environments/Quiet workspaces -Noise-cancelling headphones or sensory reducing equipment Assessment Accommodations -Oral responses -Extended time to respond
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.
This formal information presented by the parent would be crux to ensuring appropriate instructional, environmental and assessment accommodations are put in place.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
50%
$0
$0
95%
100%
JK, SK, K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes
No
No
No
No
No
Yes
No
No
No
No
No
Shining Stars School supports students of all learning styles and needs. Shining Stars School works with students who are curious, inquisitive, creative, have strong passions and are open to growth.
Application Process:
1-Book a tour and information session: Shining Stars School asks families interested in enrolling their child in our school to book a school tour. During the tour, the parent will receive information about Shining Stars School mission, programs, approach and fees.
2-Submit the registration form and Service Agreement
3-Submit supporting documents: previous assessments, progress reports, individual service plans, student questionnaires.
4-Intake meeting with family to share student information (personal, health and behavioural information).
5-Intake assessment for student
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