1550 Laperriere Avenue, Suite 100, Ottawa, Ontario, K1Z 7T2, Canada
929 Old Derry Road, Mississauga, Ontario, L5W 1A1, Canada
Indirect Support:
1550 Laperriere Avenue, Suite 100, Ottawa, Ontario, K1Z 7T2, Canada
929 Old Derry Road, Mississauga, Ontario, L5W 1A1, Canada
2017
1979
60
400
JK to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive, Montessori
13 to 20
18
Dedicated gifted school
In-class adaptations
$15,250
No
No
0%
0%
None
None
$0
$0
4
36
0%
0%
80%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
information not available
information not available
Revel Academy offers a progressive, student-paced curriculum where kids have a lot of flexibility in and take responsibility for their learning. Students thrive in this small and inclusive school community, feeling a sense of belonging that fosters both personal and academic growth. Revel Academy consists of three “studios”—Spark for ages 4 to 6, Discovery for ages 6 to 11, and Exploration for ages 11 to 14—where kids work at their own pace using adaptive technology, hands-on challenges, and real-world apprenticeships. Extracurriculars include plenty of STEM, art, cooking, and entrepreneurship. Revel makes social, physical, and emotional development major areas of focus. For instance, it uses daily mindfulness practice in class and offers plenty of explorative playtime and activities.
View full reportRotherglen School was founded in 1979 by Marie Laningan at the Erin Mills campus. The school has grown in the intervening years to include four locations, all of which share the same approach. Were all the students housed at one campus, Rotherglen would be one of the largest independent schools in the area, home to 1000 students annually. The various locations, however, afford a unique sense of community within each, with small class sizes, and a close-knit feel. While aesthetics don’t mean everything, they nevertheless do mean something, and the school is physically beautiful, with dedicated, consistent learning spaces.
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"We have been very happy with the community environment of the school."
Amy R - Parent (Aug 05, 2022)
Our child seems to have really enjoyed the autonomy to choose what they want to work focus on, the g...
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"Revel Academy has reignited my child’s love of learning."
Adrienne Charlton - Parent (Aug 05, 2022)
Revel Academy has reignited my child’s love of learning. The emphasis on self-direction has enable...
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"From what we have seen, it’s a really amazing group of smart, kind, interested, and interesting kids."
Sheri Segal Glick - Parent (Mar 22, 2023)
When our son started at Revel Academy, he was disenchanted at the thought of school. He was bored an...
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"A member of the Acton Academy network, Revel Academy believes that each child has an opportunity to profoundly change the world. Our learner-driven community puts children at the centre of their learning, empowering them to create personal goals and relational covenants, and participate in meaningful real-world projects. Working at their own pace in multi-age studios, learners strengthen their character and leadership skills with Socratic discussions, adaptive technology, hands-on challenges, and apprenticeships."
"Rotherglen's Erin Mills and Meadowvale Campuses offer an engaging and nurturing learning environment for students age 4 to Grade 8. It is our goal for our students to become confident, competent and compassionate individuals. Our small classes and low teacher-to-student ratios enable our experienced teachers to know their students as individuals and build a strong foundation for lifelong learning. We engage our students in the learning process and help guide and develop their abilities."
"Accredited by the International Association of Learner Driven Schools, Revel puts our students in control. In each mixed-age studio, learners create their accountability systems, develop personalized SMART goals, and work together to create a culture of warm-hearted and tough-minded leaders. Our learners, known as Rebels, are encouraged to question and think critically rather than blindly follow. As a skills-based program, we value creativity and curiosity over memorization of content."
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"As a self-paced and mastery-based school, learners who have been frustrated with the traditional age based approach, finally find a school where they can thrive. We believe that providing a flexible learning environment where kids can work comfortably, take body breaks, and make decisions about which goal they'd like to tackle next greatly improves executive functioning skills and confidence."
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"Our six-week-long project-based challenges, called Quests, combine the arts, maths, sciences, and social sciences, creating real-world learning opportunities. Learners not only see themselves represented in the curriculum but are encouraged to use their strengths to tackle problems they care about solving. Starting in middle school our learners are also required to seek apprenticeships in fields of interest, developing how to pitch oneself, communicate professionally, and discover new passions."
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"Before joining Revel, some families are hesitant regarding the amount of choice, and freedom learners are provided. However, after only a short time, parents realize that the structure of our program sets students up for success while developing time-management, self-advocacy, and perseverance."
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At Rotherglen, we pride ourselves on being a uniquely warm and nurturing school community, which we believe enhances every student’s learning experience. We actively promote the development of moral character at every grade level and each student is encouraged to strive for academic excellence, personal development, respect and citizenship. Students are better able to achieve these outcomes when they are connected to a healthy, happy and safe community.
Our programs are rich in opportunities for exploration and self-discovery where learning is an active process. The life and heart of our campus is the children who come to learn, the teachers who come to teach, and the Rotherglen families who enrich our inclusive community.
The best way to learn more about the exceptional educational experience we offer our students is to come for a visit. We encourage you to continue to explore the website and contact our admissions office to arrange a personal tour. After all, seeing is believing!
Progressive
Montessori
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.
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.
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.
As a self-paced and mastery-based school, learners who have been frustrated with the traditional age based approach, finally find a learning environment where they can thrive. Each student Due to our belief that children need to be able to move, our learners with ADD or ADHD are able to take the body breaks they need, allowing them to in turn make more progress.
Rotherglen is a co-educational, non-denominational community of private independent schools for students in Montessori, Casa, JK, SK to Grade 8. With four campuses located in Oakville and Mississauga, we offer learning environments which foster excellence in education, character and leadership programs, an enriched curriculum and differentiated teaching and learning experiences designed to engage each student’s unique learning style. Our primary school program (Casa to Grade 3) is firmly rooted in Montessori principles, while incorporating an enhanced Ontario curriculum, including French and music. This provides a solid foundation for our Grade 4 -8 program which transitions into an enriched and progressive style of learning. Give your child the lifelong returns of a Rotherglen education.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Learners engage in a weekly Math Lab where they are invited to notice and wonder about curious, real-life mathematics. They are coached to develop a Growth Mindset, utilize concrete tools as a foundation towards the abstract, and develop deep conceptual understanding by discussing personal strategies and reasoning with their peers as a part of a critical math community working towards procedural fluency. The weekly lab is balanced with daily independent work using adaptive learning technologies, allowing every learner to work at their own pace towards both automaticity with math facts and mastery of grade-level concepts and skills. Learners are encouraged to keep a portfolio throughout the school year, reflecting on strengths and areas of challenge and interest for future learning. This balanced approach allows Revel Rebels to experience Math as a fun, creative and interconnected domain accessible to all learners.
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Learners have the opportunity to find what program and delivery method works best for them, making our math program extremely personalized.
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We want every learner to develop a strong numeracy foundation, if a learner requires a calculator for the purpose of speed and higher level concepts, we are more than happy to provide this tool.
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Phonics-intensive
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.
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.
Children learn to read at very different rates. Our approach in our Spark Studio is to provide an environment rich in books and model a love of storytelling and reading. When learners demonstrate an interest in reading, we provide them with tools and direct and guided one-on-one instruction to work on their communication skills, letter sounds, words, and comprehension strategies.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Each week, Rebels participate in writing activities designed to foster a variety of 21st-century skills like communication and leadership. Workshops link to other disciplines such as science, technology, humanities, entrepreneurship, and the arts so that writers can explore various genres and connect to different purposes and audiences for writing. Blending other systematic models such as the 6 Traits of Writing permits learners to develop critical competencies in planning, revising and editing their work based on specific criteria relevant to their projects. This development is further supported by daily independent work using adaptive learning technologies which focus on typing skills, phonological awareness, structural analysis, vocabulary and comprehension. The balanced approach engages learners in meaningful writing that they can be excited about each and every day.
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Equal Balance
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 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.
At Revel, our science Quests are designed to encourage curiosity, critical thinking, and a love of learning through holistic, authentic experimentation. While developing an innovation based on biomimicry, learners work through the design cycle while researching and learning about several biological, chemical, physical, ecological and technical concepts. While studying rocketry, learners experiment with various combinations of chemical components, flight principles, and budgetary constraints. Most importantly, these Quests challenge our learners to take risks and work through frustrations and failures.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
It is rare to see time carved out for the joy of reading every day, but at Revel, learners spend at least 30 minutes reading something they love daily. This love of literature and respect for its enjoyment is further scaffolded by engaging, contemporary texts studied together through the Book Clubs or workshops each week. Mentor texts are selected to promote a variety of author voices and experiences and often engage learners in the Hero’s Journey mono-myth template. Understanding protagonists’ failures as the staircase to their triumphs and as a mirror to the Rebels’ learning is the literacy approach’s backbone. In our older studios, learners are encouraged to choose life-changing texts that will help add a new perspective or inspire them on their journey.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Social Studies at Revel are integrated into weekly Civilizations (Civ) workshops and thematic learning Quests. Civ workshops follow a sequential story of the ancient world, building up disciplinary thinking through Socratic discussions around concepts like historical significance, perspective, continuity and change. Learners connect past and present through discourse, considering social, political, economic and environmental issues. Stories are grounded in mapping activities which help develop spatial skills and a greater understanding of patterns and trends in physical features of geography. Throughout the year, learners also embark on thematic Quests, typically spanning four to six weeks of more concentrated study in one area of culture, citizenship, or stewardship. Learners progress through a series of real-world challenges and work towards an exhibition of learning showcasing their 21st-century abilities (e.g. to collaborate, be discerning and use technology in government and engage in debate).
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Exploration and Launchpad Studio learners dive into historical, geographical, political, economic, and moral dilemmas, enigmas and puzzles with the help of carefully crafted Socratic discussions and research. Whether stepping in the shoes of a historical figure at a crucial turning point or looking at a given text with a critical lens, learners are asked to debate and make real-life decisions. Our primary goal is to prepare future leaders to make crucial decisions with deep context and perspective, rather than memorize easily Googled facts for testing purposes. We utilize our Acton Academy networks Quests and Civilization discussions, Big History, the World History Project, University courses, and Rules without Rulers to help drive our discourse.
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Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
We at Revel believe learning a new language should be enjoyable and engaging! Our French Guide works with each studio to create fun activities and games to practice their reading, writing and oral communication skills. Using authentic tasks, our French Guide helps our learners understand the purpose and importance of learning a new language, allowing even our reluctant learners to buy in. Learners have the opportunity to work on their language acquisition skills daily while participating in weekly art, robotics, or woodworking workshops in French.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
The arts are integrated and celebrated at Revel Academy. Drama, dance, music, and visual arts are all incorporated in our Quests and available for self-study throughout the year. Whether staging a play, painting murals, learning anatomy while drawing figures, using graphic design programs to create a business logo, or learning a song to play at an Exhibition, our learners are constantly developing and sharing their creativity and artistic talents. Rebels can also take piano and digital music classes during the day to help ease the after-school rush. In our after-school enrichment programming, learners have the opportunity to study dance, art, and drama further.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
Walking through our studios, you will see learners working daily on computer science, web design, robotics, game creation, animation, podcasting, video editing, computer animated design, and 3D printing. In our Discovery (elementary) and Exploration (middle school) studios, each learner has their own computer to complete their core skills with the help of online adaptive programs. As a learner-driven environment, we are responsible for equipping students to seek answers to their questions safely and efficiently. We, therefore, explicitly and frequently discuss internet safety and all learners take part in self-paced typing lessons.
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Web design
Robotics
Computer science
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Montessori
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
Our play-based Spark Studio is designed for 4 to 7-year-old learners. We utilize Montessori materials to help our Sparks gain independence and practical life skills while developing concrete understanding with the help of self-correction. Our two guides work with our 15 learners individually, in small groups, and as a full studio each day. Our mornings begin with mindfulness, Circle Time, and end with personalized core skills. In the afternoon, Sparks take part in project and theme based challenges to help develop their collaboration and problem-solving skills.
A focus in the Casa classroom is to foster independence and instill confidence in our students to explore their own potential. Students are taught grace and courtesy at a young age, which gives each child a heightened sense of respect for others and for themselves. Our Montessori qualified teachers guide our students toward working independently and learning through experience. Children learn to work at a task from beginning to end and develop their self-discipline and the capacity for deep concentration. The teacher-to-student ratio in the Casa program is 1:15.
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.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Rotherglen, we know our students and teach in ways which engage all students in their learning and encourage and support their academic, social and emotional well-being.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
We pride ourselves on being a uniquely warm and nurturing school community, which enhances every child’s learning experience. Rotherglen is what school should be – a place where staff and parents work together to instill sound values in the students in our care, and to inspire them to recognize and reach their full potential by using their knowledge, abilities and talents, combined with 21st Century learning skills, to enhance their own lives and to participate ethically and responsibly in the global community.
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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| 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.
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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. | ||||
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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 |
||||
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
2%
0%
$0
$0
80%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
No
No
No
No
No
No
No
No
