220 Duncan Mill Road, Suite 107, Toronto, Ontario, M3B 3J5, Canada
557 Church Street, 4th Fl., Toronto, Ontario, M4Y 2E2, Canada
Indirect Support:
220 Duncan Mill Road, Suite 107, Toronto, Ontario, M3B 3J5, Canada
557 Church Street, 4th Fl., Toronto, Ontario, M4Y 2E2, Canada
1982
1997
118
50
Preschool to 6
7 to 12
Coed
Coed
eSchool, Day
Day
English
English
Academic
Academic
Traditional
Traditional
10 to 12
12
Developmental, Behavioral
Learning, Behavioral
Dedicated gifted school
Dedicated gifted school
$12,797 to $13,848
$20,000 to $22,000
No
Yes
0%
20%
None
9 to 12
$0
$10,000
12
8
0%
0%
50%
50%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 7 - 12
Yes: grades 4 - 6
No
information not available
information not available
The school was founded in 1982 in order to create a program that reflected the work of Sidney Ledson, an author and expert on topics relating to teaching technology and motivation. His methods gained traction internationally, at the core of which is the idea that we needn’t wait to introduce children to new skill areas (specifically around language and numeracy) and the sooner we start, the better. His books on reading expanded the concept and application of phonics, and his work remains a foundation for the language arts programs at the institute today. There, and elsewhere, the approach intends to challenge students to reach further, to expand and improve their abilities in order to reach their fullest academic potentials. The ideal student is one operating at the top of his or her peer group, and, in the later grades, is preparing for success within university studies.
View full reportHistorically, a liberal arts curriculum comprised a course of study required by citizens in order to take an active part in civic life. It included not just what a person would need to know, but how they would need to be, including an understanding that the cultivation of intellect is a worthy goal unto itself. The Abelard School was created to reflect those kinds of goals. In 1997, a group of seasoned teachers founded the school in order to deliver the basics of a secondary education—the knowledge and the skills required to move on to university life—as well as to impart a love of learning and to encourage creative engagement across the academic spectrum. Those ideals, and indeed those teachers, remain today. The school is small—there is a total enrolment of just 50—and whatever it may lack in terms of a breadth of programming it gains in depth and individual attention.
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"helpful teachers ... small class sizes"
Atchuthan Kathirithamby - Parent (Mar 07, 2018)
Our son had a truly amazing experience at Sidney Ledson. At first, he was reluctant to move to a sma...
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"Great school"
Ramesh Nuggehalli Narasimha Gowda - Parent (Mar 10, 2018)
The experience my kid gets is diverse. It is a wholesome learning culture. The teachers are great an...
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"excellent teachers"
Chandini Ramesh - Parent (Mar 10, 2018)
My daughter has loved every teacher who has taught her and that is what she appreciates the most and...
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"Founded in 1980 by best-selling author, Sidney Ledson, SLI excels in offering the best of traditional and innovative education to children from preschool to grade 6. Building on internationally acclaimed preschool reading success, SLI has grown into a hub for ground-breaking student achievement in literary, STEM, and artistic domains across all grade levels. Our tradition of excellence has continued online, and we now offer online and on-site participation options for the 2022-2023 year."
"The Abelard School offers an enriched, intellectually engaging education for students in grades 7 through 12. Our balanced curriculum encourages excellence, from the maths and sciences to the social sciences and humanities. Socratic instruction and our integrated curriculum foster critical thinking and problem solving skills in a friendly, inclusive school environment where students encourage one another to learn and our highly qualified teachers prepare them to achieve remarkable success in university."
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The Sidney Ledson Institute is a visible expression of the philosophy embodied in Sidney Ledson's books, "Raising Brighter Children" and "Teach your Child to Read in 10 Minutes a Day." Our PK - Gr. 7 Program implements this philosophy at the school to raise IQ, provide enriched academics, and promote self-confidence in our students, to not only succeed, but excel through their primary education, and then through their Alumni years at Toronto's most academically elite secondary and post-secondary institutions.
The Abelard School is a place where ideas and people matter, where debate is encouraged, and where creativity and innovation come to life. It is a place where learning progresses logically through an integrated curriculum, and students talk about Plato, Woolf, and quantum theory in the hallways as well as in the classroom. Abelard is a school for the student who wants to be inspired but also challenged to work and think beyond the norm. It is a school for scholars.
The Abelard School has been preparing students to enter university since 1997. The focus of our programme (grades 7-12) is to ensure that our students graduate as astute critical thinkers, ready to enter and succeed in the university program of their choice. Our senior courses are designed as preparation for the Advanced Placement examinations, on which our students have consistently achieved top scores.
Along with encouraging high academic achievement, Abelard strives to ensure that our students do not limit their future choices by specializing in one particular discipline; our individualized course selection process ensures that students profit from the breadth of courses in our liberal arts curriculum throughout all four years of high school. As a small school, we are able to integrate our courses with one another to allow for greater interdisciplinary learning, and provide our students with increased student-teacher interaction to better help them realize their goals. With our prime location in downtown Toronto, we take full advantage of the many learning opportunities that can be had outside of the classroom in art galleries, museums, the theatre, the opera, and the like.
We invite you to learn more about the Abelard School through our website and in person. We look forward to meeting you!
Traditional
Information not available
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.
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.
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Our approach to teaching is an early introduction to reading, learning, and critical thinking which develops an interest, curiosity, an out-of-the-box thought process, and thirst for more knowledge. Students find themselves working at advanced grade levels, not defined or limited by boundaries, and constantly seek challenges. Our enriched academic curriculum is a stimulant for growing minds through the grades, and in the final year at the school, students are prepared for entry to the most sought after schools through the test preparatory program for IB, TOPS, GIFTED, and SSAT. Our nurturing teachers and conducive school environment, coupled with small class sizes offer the advantage of individualized learning and the opportunity for the children to express themselves, lead, excel and develop a self-confidence that they will carry through.
The Abelard school is an ideal academic environment for students who are motivated, and who are looking to be challenged and inspired. Not all of our students have been identified as gifted, but all of them are bright and eager to learn.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
The math program at the Abelard School has been designed to show continuity between all of the branches of math as well as how it integrates with other disciplines. It is our own construction and melds aspects of algebra, geometry, and logic. A solid and sophisticated understanding of mathematics is key to the construction of an agile mind. Our ultimate goal is to have all of our students working at a functional University level math, regardless of the discipline they choose to pursue after high school. Our students regularly compete in national and international mathematics competitions, and have won many awards over the years.
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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.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
GORT
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
The science program at the Abelard School strongly emphasises the connections between science and the other disciplines in our curriculum. Our unique Foundation Sciences course is mandatory for all of our grade 9 students. Our students then move directly into the specialized grade 11 courses in biology, physics and chemistry in their second year of high school. This is extremely helpful for students who intend to study science at university, as it allows them room in their four years of high school to take every grade 11 and 12 science course offered. Our school laboratory is well-equipped to offer our students the possibility to perform experiments and dissections at every grade level. Trips to the labs at the nearby University of Toronto complement the science programme.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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The English program at Abelard pairs intensive study of the Western literary canon with the practice of expository, analytical, narrative and creative writing. By the time they have reached Grade 12, our students are writing university-level essays, and have developed both the analytical and technical skills they will require to succeed in any post-secondary discipline. Works studied in Grade 12 include: King Lear, The Tempest, Moby Dick, To the Lighthouse, The Waste Land, Waiting for Godot, Lolita, Blood Meridian, Ulysses. In addition to literary analysis, our students engage in their own creative work, composing short stories, plays and even novels. Each year they write and produce a school literary journal reflecting the best student writing of the year. A student-organized school newspaper appears monthly.
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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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Perennialism
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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The Social Science and Humanities program at Abelard encompasses the following courses: Philosophy, World History, American History, World Religions, Canadian History, Canadian Geography, Canadian and World Politics, Psychology and Economics. The goal is one that is shared by all the disciplines at Abelard: an integrated approach that provides students with a comprehensive overview of world culture and history. This means that information and ideas will overlap from one course to another. For example, our course in Philosophy provides, among other units, a chronological perspective on the development of ethics. This understanding of ethics contributes to discussions about the Enlightenment that emerge in World History. Our Politics course looks at contemporary conflicts around the world and provides students with a basis upon which to make informed assessments of international relations in the 21st century. This contemporary focus on world events and issues is the culmination of our Humanities program.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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The study of foreign languages gives students a deeper understanding of other cultures and assists them in becoming global citizens. Abelard's French and Modern Languages program aims to graduate students with a fluent or near-fluent mastery of one or more modern languages. Depending on student interest, these languages may include Spanish, Russian, Mandarin and Italian. French is always offered, and is a mandatory component of our curriculum in Grades 9 and 10. The program guides students towards the ability to read, write, and converse with ease. Starting in Grade 10, the reading of literature and articles drawn from current publications is introduced. By Grade 12 students can freely communicate with native speakers and discuss essentially any topic, from current affairs to complex philosophical issues. Latin and Greek language and literature are fundamental to Western civilization. At Abelard, all students are required to study Latin for at least one year.
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.
These programs have an equal emphasis on receptive and creative learning.
Equal balance of "Expressive" and "Disciplined"
The Arts form the foundation of civilized society, and the Arts program at Abelard is integrated into every aspect of our curriculum, as well as being represented by dedicated Visual Arts, Graphic Design, Drama and Music courses. Students study the history and techniques of each discipline, and produce their own creative work. A full-length school play is performed each year at one of the University of Toronto Theatres, the school hosts a revolving exhibition of student paintings, and the Graphic Design Class designs and produces the school Literary Journal and Yearbook.
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.
Our students can code in HTML and CSS, understand and implement the basics of Python, Javascript, and R, and also employ the foundation skills of directing machine learning training - beginning in Grade 1! More basic computer literacy skills, such as typing and presentation development, as well as block-based coding, are also included from as early as Kindergarten and Preschool.
Abelard students who are interested in developing their computer literacy and programming skills are given the option of dedicated computer science courses. Computer science students also learn to create games and the basics of web design.
Web design
Robotics
Computer science
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We encourage our students to be physically active and healthy. We are not an athletically competitive school, but a number of our students are competitive athletes who train privately outside of our school.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Supplementing the enriched academic program, our Pre-school and Kindergarten classes engage in various intelligence raising and memory enhancement activities. An introduction to French, Kinder Music, Drama, Piano, Chess, and hands-on science workshops instills in our young students the early quest for knowledge.
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Accelerated
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Every child starting the school is assessed in the first few days to determine the their abilities in all subject matters. Following this, the student is issued remedial, reinforcement, and /or advanced material to ensure understanding and smooth progress.
Some students take classes at a number of grade levels, some work on individual projects reflecting their interests. Mentorships at U of T augment our curriculum.
Rigorous
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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
There is an inextricable interplay between rigour and support, with celebration attributed to efforts over accolades.
At Abelard our students discover their strengths and learn how to apply them. They acquire knowledge, master skills and meet academic challenges. Homework is structured around a variety of assignments and projects, to allow them the opportunity to demonstrate their understanding and their critical thought, and to help them to develop a systematic approach to their studies.Our students are also challenged to expand the boundaries of their own creativity, to set high standards for themselves and to think of education as a lifelong journey and the key to leading a rewarding and enriched life.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
The school's developmental priority is to promote and nurture social, intellectual and academic growth. Starting from the Preschool class, and all the way to the Grade 6 class, our focus is to not only nurture self-awareness and leadership abilities in students, but to also encourage them to embrace their hard work in building a mindset primed for natural high achievement.
Only students who demonstrate intellectual strength and a high degree of motivation are accepted into our programme. Our goal is to present bright and motivated students the opportunity to explore the history of human accomplishment, to inspire them to grow intellectually and to expand their cultural and social awareness while developing their critical thinking skills and preparing them to shape the world of the future.
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
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Our teachers are trained to identify and follow a strategy-development protocol in partnership with parents and on-site specialists for the purpose of navigating developmental exceptionality that typically accompany high IQ (high-functioning Autism and ADHD). Due to the accelerated academics at all grade-levels, our program is not recommended for students with intellectual or other learning disabilities.
Our school is not designed to provide formal remediation for students with learning disabilities, but we are able to accommodate some types of disabilities, depending on the particular constellation.
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
9 - 12
0%
20%
$0
$10,000
50%
50%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 7 - 12
Yes: grades 4 - 6
No
No
No
No
Yes: grades 7 - 12
No
Yes: grades 7 - 12
No
No
Our admissions process is geared to select students that present a strong academic record, effective social regulation skills, and an observable drive and openness to learn and adapt as leaders and team players.
Students who are successful at Abelard are motivated, curious, bright and eager to learn. They are comfortable in an intellectual atmosphere and look upon learning as a lifelong venture. They are caring and compassionate and wish to apply what they learn to help others and to advance society.
Please email [email protected] to request an admissions application package for your desired grade of entry.
Applications will be evaluated according to four criteria: interview, test score, report card, and entrance essay (written at the school). Applicants are additionally invited to submit a piece of work of which they are proud and that demonstrates their potential; if they choose to include this, it will be taken into consideration along with the rest of their application.
All applicants must submit the following:
