964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, Canada
5,699.0 km
5,690.6 km
1992
1969
150
19
Preschool to 8
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Traditional
Varies
5 to 7
Learning, Developmental
Learning, Developmental
Dedicated gifted school
In-class adaptations
$7,500 to $15,000
$27,300
No
Yes
0%
0%
None
1 to 8
$0
$0
13
2
0%
0%
95%
80%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
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 reportDunblaine was founded in 1969 by concerned parents of children with needs that weren’t being met within the public school system. They wanted a safe environment, run by staff that understood, clearly, the needs of the students; one that offered an opportunity for them to grow academic skills, life skills, confidence, respect, and self-advocacy. And, for almost 50 years, that’s exactly what they’ve been doing. The current location is also the one that best represents what Dunblaine is all about: it’s a house in a quiet residential neighbourhood. The faculty maintain close communication with parents on all aspects of the students’ experience within the school. The staff represents the full range of all the right expertise, instructional and therapeutic. Frankly, this is what it’s all about. It’s a great school as well as a great example of what education should be about. If you have a chance to speak with a parent of a student of the school, by all means, do it. If you don’t, ask the staff to put you in touch. It will be the best introduction to the school, and its successes, you could hope to have.
View full reportinformation not available
information not available
"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!"
"The Dunblaine School has a proud history of supporting students with learning disabilities. Our commitment to providing a nurturing environment is reflected in our newly renovated building, which features state of the art design to support student learning. Our school community works together to create a supportive and inclusive environment where every student can thrive. Through our collective efforts, we work to empower our students to reach their full potential and become confident, capable learners."
Information not available
"What sets Dunblaine School apart is our commitment to personalized student growth, innovative education, and transparent communication with parents. We utilize AimswebPlus Benchmark Assessments and Progress Monitoring in Math and Language Arts, ensuring that each student’s progress is accurately tracked and supported. This data-driven approach allows us to tailor our teaching strategies to meet individual needs, fostering both academic success and confidence.
In addition to our comprehensive assessment tools, we provide scheduled IEP tracking updates, keeping parents well-informed about their child’s progress towards individualized goals. This proactive communication empowers parents to stay actively involved in their child’s educational journey. To further enhance our connection with families, we also offer regular Friday updates, ensuring consistent and open dialogue. At Dunblaine School, we believe that collaboration and communication are key to unlocking each student’s potential."
Information not available
"At Dunblaine School, our commitment to personalized learning and student growth guides every decision we make, and we recognize that this comes with certain tradeoffs. We prioritize individualized education plans, supported by AimswebPlus Benchmark Assessments and Progress Monitoring, which allow us to tailor instruction to each student's unique needs. In doing so, we consciously choose to deprioritize a one-size-fits-all standardized curriculum. This tradeoff allows us to foster a learning environment where students progress at their own pace but may limit exposure to uniform content found in more traditional educational settings. Similarly, we emphasize a supportive and inclusive atmosphere, recognizing that for some students, emotional and social development must come before rigorous academic pressures. By being transparent about our priorities, build trust with our families, helping them understand our educational philosophy and the intentional choices that shape our students."
Information not available
"With over 60 years of dedicated service to exceptional education, Dunblaine School has continually evolved to meet the changing needs of our students while staying true to our core values of individualized learning, inclusion, and community. Founded with a vision to provide a nurturing environment for students with unique learning needs, Dunblaine has always prioritized personalized education and emotional well-being. One of the major turning points in our history was the strategic shift towards leveraging technology in education, marked by our collaboration with Apple Headquarters. This partnership allowed us to introduce advanced tools and resources, such as our innovative Maker Space, empowering students to explore science, technology, and creativity in new ways. This milestone not only enhanced our curriculum but also solidified our identity as a forward-thinking institution committed to 21st-century learning."
Information not available
"Current families likely see Dunblaine School as their preferred choice because of the school's commitment to supporting exceptional students through individualized learning approaches, including the use of AimswebPlus for progress monitoring in Math and Language Arts. The emphasis on fostering an innovative and interactive environment, as well as our dedication to professional learning and maintaining a growth mindset, contributes to a positive educational experience. Families may choose Dunblaine over other schools because of this combination of personalized support, innovative learning tools, and a leader who truly understands and advocates for exceptional students."
Information not available
"While Dunblaine School has many strengths that resonate with a broad range of families, there are specific reasons why it may not be the best fit for everyone. Some families may prioritize academic rigor and pace or a highly competitive academic environment with accelerated coursework and a heavy emphasis on advanced placement or gifted programs. Dunblaine focuses on individualized support and steady progress, particularly for exceptional students who may need a different pace or approach to learning. Families seeking a more rigorous, fast-paced curriculum may feel our balanced, supportive model doesn't align with their academic ambitions."
Information not available
"Current families likely see Dunblaine School as their preferred choice because of its commitment to individualized support for exceptional students. They appreciate the use of AimswebPlus for progress monitoring in Math and Language Arts, which demonstrates a structured yet personalized approach to academic growth. This is particularly appealing to parents who want to see measurable progress tailored to their child's needs. Families specifically choose Dunblaine over other schools because of this blend of individualized academic support, empathetic leadership, innovative educational opportunities, and inclusivity. Competing schools may offer robust academics or extracurriculars, but Dunblaine’s unique approach to supporting exceptional students, coupled with your relatable and experienced leadership, makes it the preferred choice for families seeking a nurturing and personalized educational experience."
Information not available
"The most prominent feature of Dunblaine School in the public eye is its commitment to "Unleash Possibilities" for exceptional students. This motto resonates with the community because it encapsulates the school's focus on nurturing potential and breaking down barriers to achievement. When people think about Dunblaine, they envision a place where each child's unique abilities are recognized and developed through personalized learning and innovative teaching methods. The use of AimswebPlus for progress monitoring in Math and Language Arts reinforces the school's dedication to individualized growth, ensuring that students are supported at their own pace."
Information not available
"An underappreciated aspect of Dunblaine School is the powerful impact of its growth mindset philosophy on student development. While families may recognize the supportive and nurturing environment, they might not fully grasp how deeply this philosophy shapes not only academic achievement but also students' resilience, confidence, and overall mindset toward learning and challenges.
Our commitment to fostering a growth mindset goes beyond typical educational approaches, encouraging students to see setbacks as opportunities for growth and to embrace challenges with perseverance. This mindset cultivates a resilient, adaptive, and empowered learner, prepared not only for academic success but for life beyond the classroom."
Information not available
"Families might find it surprising just how deeply personalized and adaptive the learning experience is at Dunblaine School. While they may initially expect individualized attention due to smaller class sizes, they often don’t realize the extent to which the curriculum and teaching methods are tailored to each student's unique needs, strengths, and challenges. The use of AimswebPlus for progress monitoring is more than just a tool for academic tracking—it's part of a dynamic system that continuously adjusts instructional strategies to maximize student growth. Parents are often surprised by how fluid and responsive this process is, ensuring that no child is left behind or held back by a one-size-fits-all curriculum."
Information not available
"Dunblaine School has recently upgraded its interior to create an even more engaging and supportive learning environment that aligns with our commitment to personalized education and student well-being. Dunblaine School has made several strategic improvements recently, directly reflecting our commitment to enhancing student achievement and fostering an innovative learning environment. The implementation of AimswebPlus for Math and Language Arts as well as IEP Tracking to support student achievement through personalized programming assists in strategic planning. These tools allows for precise tracking of student progress and helps tailor instructional strategies to each child’s needs. By using data-driven insights, we can ensure that every student is supported at their unique level, reinforcing our commitment to individualized education. This change reflects our dedication to continuous improvement and academic growth for all students."
Information not available
"Over the next five years, Dunblaine School is poised to grow and evolve in ways that will further enhance our commitment to personalized, innovative education while continuing to support the unique needs of exceptional students. Our vision for the future includes the following strategic developments with a planned expansion for a High School Program.
With this pending addition of a high school program, we plan to expand course offerings, options, and specialized options that align with students’ strengths and interests. We will integrate experiential learning opportunities, leveraging our partnership with Apple Headquarters and the Maker Space to provide hands-on, technology-driven education. This expansion ensures that our students are well-prepared for post-secondary education and future careers while continuing to learn in an environment tailored to their needs."
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.
Michele Braida brings 38 years of administrative experience to Dunblaine School. A dedicated leader in education, she has been recognized with the prestigious YMCA Peacemaker of the Year award, named Administrator of the Year, and nominated for the Governor General's Award for Excellence in Education. Michele holds a Master of Arts in Education, as well as Ontario Principal Qualifications (Parts I and II) and a Specialist in Special Education. She is committed to fostering inclusive, high-quality learning environments that support student success.
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
Dunblaine School’s curriculum is based on the Ontario Curriculum, ensuring students with specific and unique learning disabilities receive a strong foundation in core academic subjects. Our approach is data-driven, utilizing Aimsweb Benchmark Assessments three times a year to measure student progress in Math and Language Arts. These benchmarks are supplemented by Learning Survey Assessments, which provide additional insights into student strengths, challenges, and learning preferences. To support continuous growth, we conduct biweekly Progress Monitoring to track skill development and adjust instructional strategies as needed. Additionally, biweekly updates to the Individual Education Tracker ensure that each student's learning plan remains dynamic and responsive to their evolving needs. This structured yet flexible approach allows us to personalize learning, providing targeted support while fostering confidence and independence in our students. By combining standardized assessments with ongoing, individualized tracking, we create an environment where students can achieve their fullest potential.
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.
Our approach integrates elements of Traditional Math by prioritizing procedural mastery through repetition and drills, ensuring students build a strong foundation in mathematical operations. We emphasize step-by-step instruction in algorithms before applying them to real-world problems, reinforcing logical progression in learning. To support student success, we use data from Aimsweb Benchmark Assessments to identify areas of strength and need. This data-driven approach is complemented by the Key Math intervention program, which provides targeted support to reinforce foundational skills. Through structured practice and progressively challenging problems, students develop procedural fluency before deepening their conceptual and applied understanding.
Aimsweb Benchmark Assessments for Number Fluency, Concepts and Applications, Problem Solving, Numeracy Key Math - Specific Intervention Program to target areas identified in the Benchmark Assessment
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
Students are encouraged to use calculators to support their learning.
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.
We use a balanced literacy approach to teaching early reading, combining explicit phonics instruction with rich, meaningful literacy experiences. Our program integrates guided reading, shared reading, read-alouds, and independent reading to develop fluency, comprehension, and a love of reading. Phonemic awareness and phonics are explicitly taught to build decoding skills, while sight word recognition and vocabulary development enhance reading fluency. Students engage in word study activities, literacy centers, and interactive writing to reinforce foundational skills. Ongoing assessment, including Aimsweb Benchmark Assessments and biweekly progress monitoring, helps us tailor instruction to individual needs. For students requiring additional support, targeted interventions ensure they develop strong literacy skills. By combining direct instruction with engaging, authentic reading experiences, we foster confident, capable readers who can apply their skills across all subject areas.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use Aimsweb to assess early reading progress to track students' development in foundational literacy skills.
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.
We use an equal balanced approach to teaching writing in the younger grades, integrating structured skill development with creative expression. Students engage in guided, shared, and independent writing activities to build confidence and proficiency. Early writing instruction begins with foundational skills such as letter formation, sentence structure, and phonetic spelling. Explicit instruction in grammar, punctuation, and vocabulary supports students in developing clear and coherent writing. At the same time, we encourage creativity through storytelling, journaling, and interactive writing exercises. Through modelled and guided writing, teachers provide scaffolding to help students organize their thoughts and express ideas effectively. We also incorporate writing across the curriculum to reinforce literacy skills in various subject areas. Regular assessment and feedback ensure that each student progresses at their own pace, building a strong foundation for future writing success.
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.
We take an equal balanced approach to teaching science, combining inquiry-based learning, hands-on experiments, and direct instruction. Students develop scientific thinking by exploring concepts through observation, questioning, and experimentation, fostering curiosity and critical thinking skills. Hands-on experiments and STEM activities provide real-world applications of scientific principles, allowing students to actively engage with concepts rather than passively absorb information. Through structured lessons, students build foundational knowledge in life sciences, physical sciences, and earth sciences, while inquiry-based learning encourages them to investigate and problem-solve independently. Our partnership with Apple Headquarters and the integration of our Maker Space further enhance scientific exploration through technology, coding, and engineering projects. Regular assessments, including project-based evaluations and hands-on demonstrations, help track student progress and ensure mastery of key concepts. This balanced approach ensures students develop both theoretical understanding and practical scientific skills.
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.
Information not available
We use an equal balanced approach to teaching literature, integrating direct instruction with student-led exploration to develop strong comprehension, analytical thinking, and a lifelong appreciation for reading. Students engage with a diverse selection of literary texts, including fiction, non-fiction, poetry, and drama, to build critical reading skills and cultural awareness. Guided reading, literature circles, and class discussions encourage students to analyze themes, character development, and author’s purpose while making personal connections to the text. Explicit instruction in literary devices, vocabulary, and comprehension strategies ensures students develop the skills needed to interpret and engage with complex texts. Creative projects, writing assignments, and cross-curricular connections allow students to express their understanding in meaningful ways. By balancing structured lessons with independent exploration, we foster both a strong foundation in literary analysis and a love for reading across all grade levels. Regular assessments guide instruction and support individualized learning needs.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
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
Technology is an integral part of our curriculum, enhancing learning through innovation, engagement, and personalized instruction. Through our partnership with Apple, each student is provided with their own iPad, allowing for interactive and adaptive learning experiences across all subjects. Our Maker Space encourages hands-on exploration in STEM, coding, and creative problem-solving, while educational apps and digital tools support differentiated instruction in literacy, math, and science. Students use their iPads for research, project-based learning, and multimedia presentations, fostering digital literacy and critical thinking skills. Teachers leverage technology to track student progress through Aimsweb assessments and individualized learning platforms, ensuring targeted support and real-time feedback. With this tech-integrated approach, we prepare students to navigate an increasingly digital world while maintaining a balance between traditional and modern teaching methods.
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.
We use differentiated instruction to accommodate diverse learning needs, allowing students to progress at their own pace. Through small-group teaching, personalized learning plans, and adaptive assessments, we ensure that each student receives the right level of challenge and support. This approach fosters confidence, engagement, and academic growth.
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.
Our academic culture is built on a foundation of support, inclusivity, ensuring that every student receives the individualized instruction they need to succeed. Through differentiated instruction, we tailor learning experiences based on each student’s unique strengths, challenges, and progress, as identified through benchmarking and biweekly progress monitoring. We encourage students to see challenges as opportunities for learning. Teachers provide personalized support, fostering confidence and resilience. Small class sizes allow for targeted instruction, ensuring that students can progress at their own pace while being challenged appropriately.
"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.
Information not available
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
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.
Students are placed in flexible cohorts according to their academic, social, and emotional needs and strengths, which are then loosely organized by age. All classroom teachers are trained and experienced special educators, who work closely with our support staff of speech and language pathologists, occupational therapists, and social workers to provide in-school remediation, arrange for extra-curricular support, and train parents and caregivers to supplement these strategies at home. Social, emotional, and academic development are pursued equally, according to individual need, and our family of parents, staff, and students collaborate to build an amazingly nurturing community.
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.
During the interview process, we discuss existing and potential clinical diagnoses to determine whether a child will be a good fit. Once a student is enrolled, we endeavour to work closely with the students\' established support professionals and incorporate ongoing clinical identifications and strategies. We specialize in learning, rather than developmental and physical disabilities, and these students tend to present the best fit for our programs.
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
1 - 8
0%
0%
$0
$0
95%
80%
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
No
No
No
No
Yes
No
No
No
No
No
At Dunblaine School, we are looking for students with specific and unique learning disabilities who require significant support in math and language. These students benefit from a personalized, supportive environment where we provide targeted interventions to help them overcome challenges and reach their full potential. Our approach focuses on individual needs, using data-driven assessments and differentiated instruction and the use of technology to ensure each student receives the right level of support to succeed academically.
For information and discussion about admission to The Dunblaine School, please contact the principal, Michele Braida, at 416-483- 9215 or at [email protected]. Generally, applications are made for the following school year. However, admissions from September to June are accepted if space is available and placement of your child has been approved following interviews with the parents and student.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
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.
