964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
250 Madison Avenue, Toronto, Ontario, M4V 2W6, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
250 Madison Avenue, Toronto, Ontario, M4V 2W6, Canada
5,699.0 km
5,690.2 km
1992
1987
150
182
Preschool to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Waldorf
Varies
10 to 18
Learning, Developmental
Learning, Developmental
Dedicated gifted school
In-class adaptations
$7,500 to $15,000
$385 to $24,950
No
Yes
0%
20%
None
JK to 8
$0
$8,000
13
14
0%
0%
95%
80%
information not available
Preschool, JK, SK, 1, 2, 3, 4, 6, 7
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Nursery/Toddler - 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 reportWe often consider the ideal student for a certain educational setting, though with Waldorf schools, it's important to also consider the ideal parent. Instruction student directed; benchmarks are less important than engagement. Multiple intelligences, multiple-sensory learning, cross-curricular instruction, visual learning—it's perhaps the epitome of what we think of as alternative education: constructivist rather than didactic. Waldorf Academy is one of the first of its kind in Canada, and was created when a group of parents decided to come together to create the kind of school that they wanted for their children. It's grown since then, and the organization and infrastructure has been formalized as well, including the creation of a purpose-built learning environment. Nevertheless, the core concept remains. The successful student is one who thrives in an interactive, transactional, arts-enriched setting. The ideal parent is one who sees the value in a constructivist approach, narrative-based assessment (letter grades are given in Grade 6 and up) and who prizes a considered and careful approach to the use of technology.
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" ... a home away from home"
Caroline Blouin - Parent (Feb 13, 2018)
Our daughter has found a home away from home, a place where she is loved, nurtured and appreciated f... View full review
"a small town school in the big city"
Tyler Hague - Parent (Apr 08, 2018)
Waldorf Academy has the best elements of a small town school in the big city. Small class sizes, car... View full review
"I feel like my son is developing in a way that's true to him and who he is, and yet he is also learning all the things you'd expect..."
Michael Bernstein - Parent (May 22, 2020)
My son feels seen and cared for the way a family member would care for him. His individual needs, c... View full review
"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"Waldorf Academy nurtures children from Childcare to Grade 8 through a balanced approach to academics, creativity, outdoor education, and social-emotional growth. Rooted in a nature-based philosophy and a close-knit community, students develop confidence, independence, empathy, and adaptability. The Casa Loma campus features bright classrooms, gardens, arts spaces, a gymnasium, and recreation areas where joyful learning and lifelong friendships flourish."
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"At Waldorf Academy, our approach to learning engages the head, heart, and hands—or thinking, feeling, and doing. This is the basis on which Waldorf teachers nurture and engage each child through a curriculum that integrates academics, arts, and practical skills. In our frenetic world, where pushing children to “hurry up or fall behind” has become the norm, the Waldorf approach is an antidote: childhood is something to savour, and adolescence is an opportunity for self-understanding as well as academic development. Waldorf-educated children enjoy full and rich childhoods, and gain the experiences they need to become healthy, self-actualized and confident individuals."
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"At a Waldorf school, education is not measured only by competition and test scores, but is viewed as a life-long journey. Our younger students are given qualitative report cards; formal marking for our older students starts in Middle School. All our students are encouraged to measure themselves—when the time comes—against their own progress, and to build the critical ability to self-assess as well as be assessed."
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"Waldorf education, founded by Rudolf Steiner in 1919, applies a unique view of child development to learning, offering a welcome alternative to mainstream education. Over the past century, Waldorf education has evolved in many ways, while remaining true to its founding principles: a key feature of Waldorf education is that it must always innovate and stay culturally and socially relevant. Waldorf education is the fastest-growing independent educational system in the world, with over 2,000 schools in 70 countries worldwide, many of which are in North America. When we meet with prospective students, we also want to get to know you, their parents/guardians. At Waldorf Academy, school is a family affair: we understand that children learn best when the adults in their lives are invested and involved in their education. Our strong community culture, volunteer ethic, and partnership with parents is integral to our approach, and tracks with student wellbeing and success. For us, it is not sim"
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"Waldorf Academy welcomes students from all walks of life and all ethnic backgrounds. Our curriculum opens doors and keeps them open by offering broad, diverse and well-rounded Waldorf programming that resonates deeply with most children. We welcome a range of temperaments and talents: shy children are supported in becoming more extroverted; studious students are encouraged in arts and sports; active individuals are given opportunities to build strong academic skills and self regulation. Our multifaceted, communal approach to learning naturally meets a range of learning styles, and our unique curriculum is specifically designed to correspond to the stages in child development."
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"Waldorf Academy is the right choice for your family if you are looking for a place that will help your child find joy in learning, build strong social skills as well as academic abilities, and thrive in the world. If you have a predetermined path for your child where the destination is more important than the learning journey itself, other schools might be a better fit for your family. At Waldorf Academy, we spend ample time outdoors, minimize unnecessary technology, engage in creative academics, and foster strong relationships. We value individuality in the context of community. Our approach is child-centred, but not child-led. We believe in communal, wonder-generated learning rather than individual, inquiry-based education. We invite you to visit Waldorf Academy where you’ll see children who delight in being allowed to live in the moment, explore nature, develop critical thinking skills and build self-understanding, all while getting a first class education."
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"Our approach to exceptional education, close-knit community, and prime location set Waldorf Academy apart.
Our Approach: Waldorf’s time-tested, innovative curriculum aligns with natural child development, blending academics, hands-on learning, arts, and real-world experiences. This holistic method helps students actively engage in their education.
Our Community: At Waldorf Academy, families are integral to the experience. From festivals to sports days and board volunteering, parents and students feel a true sense of belonging. A strong community foundation enhances learning and well-being, creating lasting warmth and connection. Our Location: Nestled near Casa Loma in central Toronto, Waldorf Academy is easily accessible by foot, bike, TTC, or car. Our oasis-like campus is steps from parks, cultural landmarks, and Toronto’s top venues, drawing families citywide to join a vibrant, supportive community that fosters lifelong bonds."
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"Waldorf schools are well-known as balanced, holistic and student-centred. The curriculum is academic, but is taught in multifaceted ways through journaling, projects, movement, music, and time outdoors. Waldorf Academy is as much a science-oriented school as it is an arts-enriched institution. Waldorf alumni and graduates make a range of career choices and have endless opportunities and wide horizons thanks to an education based on exploration, invention, and discovery. Famous alumni of Waldorf education include astronaut Sarah Levine Gillis, actress Jennifer Aniston, musician Jesse Cook, and international diplomat Jens Stoltenberg. There are over 2000 Waldorf schools in 70 countries, with Waldorf education being one of the fastest-growing independent education movements in the world."
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"Our curriculum is features strong academics with excellent math and literacy foundations in elementary grades, and robust science and nature studies curricula. Our elementary program meets all key milestones of the Ontario curriculum using unique teaching methodology to bring all subject matter to life in a way that makes learning joyful, memorable, and inspiring. Our alumni go to a range of excellent high schools from private to public, and 98% of Waldorf graduates enrol in post-secondary education."
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"Touring families are often delighted by our large gym, our many outdoor spaces and our beautiful music room. Parents are drawn to the interwoven and unique ways we engage students in learning. Some people are unaware that we serve children from Childcare to Grade 8, with a campus that spans the block from Spadina to Madison, including a large and beautiful 3-storey building full of skylights, warmth and colour. Families are also happy to learn of Waldorf’s strong tradition of nature based learning that includes field trips, including week-long wilderness trips by Grade 8."
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"Waldorf Academy has renovated its Lower Level to create a bright, vibrant and beautiful Arts, Pottery & Woodwork Studio space for our exceptional craft curriculum. We look forward to showing you around! With our students, Waldorf Academy recently added pollinator gardens to our property to support the environment, a core school priority and learning opportunity for the students."
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"Centred around community, Waldorf Academy will always remain true to its mission to provide Waldorf education to as many Torontonians as possible. Waldorf Academy has always woven into the fabric of the community, and with our outdoor education and experiential learning we aim to continue to broaden our community partnerships so that our students can see themselves as active citizens in their communities bringing about positive change."
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.
If you are looking for a school where teachers respect the stages in child development, where the goal is to inspire learning not just deliver content, and where wonder and imagination are vital tools in engaging students, then you should find out more about Waldorf Academy.
At Waldorf Academy, our academic curriculum is enriched by recesses that are 45 minutes long; some afternoons are reserved for nature walks; children and students are given time to understand themselves and the world around them. We believe that young people benefit when they experience the world as an amazing place. Our low-tech environment is a result of our belief that there will be plenty of time for virtual reality after children are acquainted with actual reality. It works: you can ask our grade 7 & 8 students about their week-long wilderness canoe trip—but you will have to wait until they get back... there’s no phone service in real world adventure.
I invite you to visit our website and school to learn more about our community and curriculum. Waldorf Academy offers education that makes sense.
Conor Jones
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
Waldorf Academy offers an academic curriculum enriched through hands-on activities and unique experiences. Our interdisciplinary approach to mastering subject areas across the academic spectrum encourages children to make connections and deepen learning. Waldorf Academy’s E.Q. approach is designed to enhance a child’s sense of connection to others and the world, and to grow spiritually. We encourage students to take risks, reach beyond their comfort zones, and grow in their own way. We work with students' natural curiosity to facilitate joyful and well-balanced engagement with the learning process, and to cultivate a life-long love of learning.
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.
Making Math More Meaningful - A Waldorf curriculum guide. Middle school math specialist
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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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Whole Language
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.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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.
Combination of approaches. Grade 2 reading assessment. Nelson Literacy Reading program combined with Waldorf curriculum.
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.
Lower school literacy is supported by the Nelson Literacy program and Waldorf curriculum.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science is based on a phenomenological approach.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The first Waldorf school that opened in 1919 was based on social justice. Social Justice is embedded in the curriculum and the school structure. It is important to note that we build meaningful relationships with cultures when the children are younger through implicit strategies and then look at it critically in the middle school.
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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Social studies program is based on child development and is matched with historical themes.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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French is offered from grade 1 to 8, three times a week.
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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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We offer cyber civics in Middle School. We use minimal screens in the teaching process.
Web design
Robotics
Computer science
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Grades 1-2 Developmental Movement & Games Grades 1-3 Games curriculum Grades 6-8 Sports Curriculum Grades 4-8 Physical Ed Program Grades 6-8 Health Curriculum
Waldorf
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.
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
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.
Waldorf Academy's early childhood programs are based on child development and imitation. Science, numeracy and literacy are fostered through real experiences in cooking, nature walks, building and art as well as storytelling, poetry, singing and recitation. Movement and self directed play as well as emotional intelligence are high priorities. There are group activities as well as small group and individual activities. Healthy physical development of the child is a critical prerequisite for proper mathematical and scientific education. Self directed play promotes questioning, problem solving, higher level thinking skills, discovery, self-directed activity and speech.
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.
The elementary class teacher travels with one cohort through the grades for many years. This allows the teacher to understand how each child is learning and to ensure their needs are met. International evidence clearly demonstrates the multiple advantages of teacher consistency.
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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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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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
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.
All applicants are considered based upon the capacity of the class as a whole.
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
We assess each child on an individual basis. We do not have EA's the class so we determine a balance in the class and the capacity of the teacher. We can offer resource support for a limited number of students.
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
JK - 8
0%
20%
$0
$8,000
95%
80%
Preschool, JK, SK, 1, 2, 3, 4, 6, 7
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Nursery/Toddler - 8
No
No
No
No
Yes
No
No
No
No
No
We want children to feel free to become themselves, as we guide them along the way. We are foster intrinsic motivation, creativity, collaboration, critical thinking, and a love of learning for life. Waldorf Academy students span the horizon from bold to shy, academically-oriented to arts-inclined, active to literary. In Renaissance fashion, we foster balance and well-roundedness in all our students through a unique curriculum and methodology including science, music, history, art, literacy, nature studies, handwork, sport, and wilderness trips. Inner development is at the heart of our syllabus and approach. We value strong engagement with families, and maintain a thriving and vibrant community. We look forward to meeting you and your children!
Please visit our website for details on our customised enrolment process. We look forward to meeting you!
www.waldorfacademy.org
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