1293 Meredith Avenue, Mississauga, Ontario, L5E 2E6, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, CanadaIndirect Support:
1293 Meredith Avenue, Mississauga, Ontario, L5E 2E6, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, Canada
1962
2007
200
39
Preschool to 7
K to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Liberal Arts, International Baccalaureate
Traditional
12 to 22
3 to 12
Learning, Developmental, Behavioral
Accelerated curriculum
$12,130 to $30,180
$20,500 to $40,000
Yes
No
0%
0%
None
None
$28,000
$0
18
4
0%
0%
100%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 6 - 12
Yes: grades K - 8
Yes: grades 6 - 12
No
information not available
information not available
The school celebrated its 60th anniversary in 2022, marking the end of an astonishing period of growth and development. The school really did start in a basement, moving from there into a range of branches throughout the GTA, in time consolidating onto the two campuses that the school occupies today. Schools don't grow that much, or that quickly, if they aren't servicing a specific need, and certainly that's true of TFS. The acronym stands for Toronto French School, which is the name that the school was founded with, though in time it was offering a lot more than the name suggested. Language remains an important part of the curriculum, though the culture of the school reaches beyond language. The environment is rich, varied, and supportive. The student body is culturally and academically diverse, all of which is encouraged through a robust bursary program.
View full reportThe purpose of any great private school is to support a segment of the learner population, giving them the attention that they require to be successful and to have their talents recognised and celebrated. By that metric, without a doubt, Edelweiss is a great private school. The approach is evidence based, keyed to a range of personal and academic outcomes, and delivered by faculty members who have direct, clinical experience. The range of exceptionalities that students arrive with are varied, though ultimately the approach is student-centred, working with each to ensure that they feel comfortable and grow and learn. Often, and this is true in the case of Edelweiss, the parameters of the environment are a key element—whatever challenges the students are experiencing, they don’t exist on the periphery of the school community, pulled from classes say for one-on-one with a teaching assistant. Rather they feel central within it, precisely because they are, in fact, central to it. In this environment, they don’t feel exceptional, but an equal part of a shared community that understands them.
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"TFS' West Campus in Mississauga offers a rigorous bilingual education with an international perspective. Our students learn the curricula of France and Ontario, through the framework of the IB, as inquirers and citizens who act. Our close-knit community welcomes children from PK to Grade 7. No prior knowledge of French is required. We offer a wide array of sports and co-curriculars. After Grade 7, students continue at the Toronto campus, using a complimentary TFS shuttle bus. (See TFS Toronto listing.)"
"Our school caters to the needs of students with exceptionalities. We provide a multi-team approach to promote our students’ academic, physical and social emotional development. We maintain small teacher to student ratios. The core subjects are delivered through evidence based Direct Instruction. We promote socialization and character development through a Social Skills course of study. Our students also benefit from a thorough PE and Arts program. We work closely with parents to help students reach their potential."
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"We use evidence based programming for our core subjects. A multi-team approach of teachers, EAs, STs, and Psychologist work together to ensure each child's unique needs are addressed. We provide Life Skills training, a rich Arts program, and an enhanced Physical Education program that includes yoga and weekly swimming. Our Social Skills program helps students become good citizens. A welcoming, friendly environment supports the academic, physical, & social-emotional development of our students."
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"We maintain small teacher:pupil ratios. We are an ABA school, teaching provincial curriculum. Our students feel welcomed and comfortable as their self-esteem grows. Our staff is trained in working with special needs students and are dedicated to seeing our students reach their potential. Ongoing professional training ensure staff remain current in the field. EPA provides quick, full student assessments and feedback. Our school can arrange for psychological assessments and family therapy."
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"We are an ABA school and we use a multi-disciplinary and multi-team approach. Our core subjects are taught through evidence based Direct Instruction, specifically designed for each student. We provide daily, effective communication with parents. An array of additional supports are available for student success. Each student's needs are addressed efficiently and support is provided quickly. The EPA staff is highly trained in their respective field."
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"We are an ABA school with a highly qualified staff., including OCT teachers. EPA core subjects are taught using evidence based programs and specifically geared to the individual child. Our students enjoy fun French classes, and a full Arts and Phys. Ed. program, including weekly swimming. The school grounds have large playing fields and two play structures, one designed for special needs students. EPA is centrally located and easily accessible from major routes."
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After working as a Principal with Le Conseil Scolaire Viamonde here in Toronto, and in Georgia before that, as well as a Director of Curriculum in Nigeria and an Athletic Director in Yemen, M. Gaudet arrived at TFS as Principal of the Senior School in 2015, bringing with him an invaluable international perspective. In August 2020, M. Gaudet stepped into his new role of Executive Director of the Learning Forum at TFS. M. Gaudet is a bilingual educator with a master’s degree in educational administration. He has more than 20 years of experience working with high school students. His passion for academic ambition is felt school-wide through his innovative and infomed ideas and programs.
As principal of Edelweiss Private Academy, I am pleased to welcome you to our school’s profile page at Our Kids. Our exceptional school carters to the unique academic and social needs of students with autism and/or other exceptionalities. Our school is ideal for students who are experiencing social or academic difficulties in mainstream schools, or who are transitioning from IBI therapy and are ready for group learning. Our talented, dedicated staff provide students with a safe, supportive environment where they can reach their full potential. At Edelweiss Private Academy we believe in educating the whole student; promoting academic, physical and social emotional development. The core subjects of Reading, Math, Writing and Spelling are taught through evidence based Direct Instruction. Our students also benefit from a full Arts and physical education program that includes weekly yoga and swimming. An online learning option is available for medically fragile students. Please feel free to contact me at [email protected] to arrange a visit to our terrific facility. We look forward to meeting you and your child.
Sincerely,
Mrs. Heather Wyatt,
Principal
Edelweiss Private Academy
Traditional
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Academic ambition is our bedrock. TFS teaches the curricula of France and Ontario through the framework of the International Baccalaureate programs from PK to Grade 12 - providing our students with an education that is rich in challenge, diversity and opportunity.
At Edelweiss Private Academy we follow the Ontario Ministry of Education curriculum. Lessons are delivered in small groups. The core subjects of Reading, Math, Writing and Spelling are taught through Direct Instruction. The direct instruction program is implemented to provide repetition, practice and finally, mastery of key skills. To promote socialization and character development, our students follow a Social Skills course of study which teaches self regulation, stress management, effective problem solving, organizational skills and respect of self and others. A thorough Arts education includes dance, drama, music and visual arts classes. We focus on multi-sensory learning to address our students' unique needs. Hands on activities, group projects, field trips and science experiments help learning come alive. Students also enjoy weekly swimming, yoga, gym and daily physical activities. Our staff integrates Applied Behavioural Analysis techniques throughout the day. A variety of summative and formative evaluations are on-going and help to modify programs.
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 Mathematics program develops students’ ability to work independently and their aptitude to seek, communicate, and justify mathematical statements. Problem solving and creativity will be integrated in all areas of mathematics.
Math is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key math skills. Enriching activities help students investigate all six math strands including: Number Sense/Numeration, Measurement, Patterning/Algebra, Geometry/Spatial Sense, Data Management/Probability and Financial Literacy.
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Students are given math tools (ie. number lines, counters, coins, calculators) if needed to help them acquire new math skills and succeed.
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.
The early reading program focuses on phonics instruction in French and English, with guided reading and levelled literacy that suits individual needs and abilities.
Reading is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key reading skills. In addition, a home reading program ensures continuous practice. Independent reading levels are assessed prior to participation in the program. Students also study Media Literacy that encourages students to think critically.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Regular running records and miscue analysis, CTBS testing
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.
Cursive writing instruction begins in SK, and students have access to a handwriting app developed by a TFS teacher for the iPad. The writing process is taught thoughout the grades, including writing reflections and reading for authentic purposes, as part of the IB programs.
In the primary class, students are encouraged to brainstorm ideas and then transform their thoughts to print. Students use word banks, writing frames and graphic organizers to help them generate and organize their writings. The writing process of prewriting, drafting, revising and editing is introduced. At the junior and intermediate levels, students follow a direct instruction approach to writing and are given continuous feedback on how to edit and improve their writing skills.
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 study of science is integrated into units of inquiry in the primary grades, emphasizing inquiry-based learning, digital tools and robotics. In Grade 6, science is taught as a specialized subject, leading to biology, chemistry and physics study in later years.
Students study the Ontario Ministry of Education's Science and Technology curriculum through lectures and fun filled investigations. Hands on experiments help children discover scientific concepts and solidify their understanding.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
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.
Grades 2-5: Students receive daily instruction in English and French. Language experiences support the Program of Inquiry and fulfil the Ontario curriculum’s Language expectations. The language curriculum is organized into four strands: Reading, Writing, Media Literacy and Oral Communication. In later grades, through our literature program, students will expand their knowledge of literary genres. Reading various kinds of texts will help students to discover what interests them most and to pursue and develop their interests and abilities.
Literature studies are conducted as part of the Reading Program. Students discuss story elements and develop an appreciation for a wide variety of reading genres. At the Junior and Intermediate levels, students complete reflections on their readings.
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
Expanding Communities
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.
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.
Students explore social studies through the PYP's program of inquiry, with central ideas and key concepts relating to the themes of who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves and sharing the planet.
Students study the Ontario Ministry of Education's Social Studies curriculum through lectures and fun filled activities. Group projects help students develop a deeper understanding of the content.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Students follow the Ontario Ministry of Education's History and Geography curriculum in Grades 7 and 8. Through lectures, discussions, research and group projects students learn key concepts and skills.
Communicative
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.
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.
TFS is a bilingual French-English school. In addition to becoming fluent in both languages, students also learn a third language.
Students in the Primary, Junior and Intermediate classes have daily French language instruction.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
Students study the Ontario Ministry of Education's Arts curriculum through demonstration and creative activities. In dance, students move creatively and learn about different dance styles. In drama, students learn different dramatic elements through fun activities and improvisation. Drama activities encourage strong social interactions. In music, students learn basic elements of music theory. Students learn to sing in unison and play musical instruments. In visual arts, students learn about the elements and principles of design, art movements, famous artists and art techniques.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
TFS has made the integration of information technology into the curriculum a priority. Students have access to a wide array of technology, including Apple laptops and desktops, iPads, digital cameras, production equipment, robotics, interactive whiteboards and projectors in every classroom, and much more.
Students integrate technology in a variety of subjects for research, creating projects and power point presentations. They use computers and iPads throughout the school day. All students are given their own iPad for use in class.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Health and Physical Education courses are part of the regular curriculum. TFS appreciates the benefits of physical activity to academic performance. Students with higher levels of fitness have a more developed brain structure, perform better on cognitive tests, and have heightened levels of focus and retention. Skating and swimming programs are scheduled throughout the year as part of the curriculum in different grades.
Students follow the Ontario Ministry of Education's Health and Physical Education curriculum. Students participate in physical activities in the classroom, in the gym and outdoors. They learn about the benefits of an active lifestyle that will lead to lifelong health and well-being. In addition, students participate in daily physical activities, and weekly yoga and swimming classes that have beneficial effects on both body and mind.
Academic
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.
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.
From Pre-Kindergarten to Grade 1, TFS teaches the curricula of Ontario and France through the framework of the International Baccalaureate (IB) Organization. From the moment children join TFS, through Grade 1 (CP), they are instructed only in French. Children quickly embrace the language and are gently encouraged to increase their use of French during classroom activities.
The Transition Class (JK/SK) maintains a very low, 1:3, adult-student ratio with EA support available at an additional cost. This program is designed for children who are school aged but are not ready to participate in a typical classroom setting or still have ABLLS-R programs to acquire . Students in the Transition Class participate each day in fun educational activities that promote social emotional learning, gross and fine motor development, and language development. Early math and literacy will also be studied. The Transition Class is available as a full or half day program where students spend the remainder of the day working one on one with an IBI therapist.
Student-paced
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 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.
Flexible and self-paced programs include Math XL and Mathletics, coding, digital citizenship programs.
Information not available
Supportive
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”.
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.
We cater to students with a range of exceptionalities and provide a multi team approach to meet our student's unique needs. Certified teachers, educational assistants, senior behavioural therapists, psychologists, occupational therapists, speech language therapists and counsellors help students meet their social-emotional, academic and physical goals. Individual goals are set and students are supported as they learn the core subjects, social skills, physical education and the Arts. Our caring and supportive staff helps each individual student reach their full potential.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
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."
At Edelweiss Private Academy we provide a positive, supportive environment to help our students become responsible citizens. Through the use of various activities, consistent reinforcement and clear expectations students develop self-esteem and confidence. We increase their social-emotional development and academic skills to help prepare them for a fully successful integration back into a mainstream educational setting.
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Information not available
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At Edelweiss Private Academy, we cater to students with exceptionalities, including learning difficulties. Our supportive staff and research based curriculum provides strategies, accommodations and modifications necessary to help students learn key skills and concepts.
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 |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$28,000
$0
100%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 6 - 12
Yes: grades K - 8
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
Yes: grades Preschool - 12
No
No
No
No
No
Please view the website at www.tfs.ca.
Edelweiss Private Academy caters to students with ASD and/or other exceptionalities, particularly students who are experiencing academic or social difficulties in a traditional school setting. Many of our students have completed or are working on the ABLLS-R program and IBI therapy.
Please see our website: https://www.tfs.ca/admissions/application-process
Admission is ongoing throughout the school year. Students are placed according to skill level and grade, while also considering how best to facilitate social growth and development among peers. Parents are encouraged to bring all assessments and documentation to assist staff in determining placement. Students are required to have a baseline assessment done to help determine their appropriate skill level.
