3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
1996
1961
400
870
Nursery/Toddler to 6
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Montessori, International Baccalaureate
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
Accelerated curriculum
$25,160
$19,100 to $32,700
No
Yes
0%
0%
None
Preschool to 12
$0
$0
36
54
0%
0%
0%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 6
Yes
No
Yes
“The school delivers its robust academics through an integrated curriculum, where the emphasis is on the interconnectedness of core disciplines.”
“In pedagogical terms, the school takes a strongly relational approach, meaning that the teacher-student relationship is the catalyst for learning.”
“Freedom and responsibility are in careful balance in a Montessori curriculum, which creates daily opportunities for teachers to explore character education.”
Read The Our Kids Review of The Clover School
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One of the Montessori ideals is to provide a stimulating learning environment; the school environment, on the whole, should be comforting, familiar, friendly, and supportive, and The Clover School, frankly, provides a study in all of those things. The continuity of the school is also impressive. Isabelle Kunicki-Carter and Sandra Bosnar-Dale founded the school in 1996, and they've provided consistent leadership ever since. In that and every other way, it's one of the strongest Montessori programs in the city.
View full reportTMS was founded by Helma Trass, who learned the instructional approach from Maria Montessori herself. Trass was at the leading edge of Montessori education in Canada, and the school is, today, home to one of the longest running programs of its kind in the country. The elementary program that she began remains vital today, and it retains her dedication to the core ideals of the Montessori method. With the addition of middle and high-school programs, the school grew to become one of the largest Montessori programs in North America. The rebranding, from the initial Toronto Montessori Schools, to the acronym TMS, was adopted along with the growth of the school into the upper Grades. While the program is continuous, it is divided between two campuses, with preschool through Grade 6 taught at the Bayview campus, and Grades 7 through 12 at the Elgin Mills campus, which was opened in 2009. That campus is also home to the IB program, one that further extends an already impressive breadth of instruction.
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"TMS teachers nurture students’ abilities to be free-thinking, independent, passionate, and intrinsically motivated from such a young age.""
Alexandra Makos - Parent (Jul 11, 2019)
We have one child that recently completed the Toddler program, and who is moving on to Children's Ho...
View full review
"The Clover School's innovative curriculum combines Montessori essentials with heart-centred learning practices designed to nurture the mind, heart, health, and soul of each child. Children learn at their own pace, according to their own interests, developing skills and habits to help them thrive. This approach inspires and promotes intellectual curiosity, creativity, and individual growth through the integration of academics, arts, athletics, outdoor education, community service, and leadership. CCMA accredited."
"Founded in 1961, TMS is a leading, accredited independent school that offers a uniquely designed framework combining the Montessori and International Baccalaureate (IB) programmes. TMS operates from two beautiful campuses in Richmond Hill, Ontario with exceptional learning environments for students of all ages and stages. Our Lower School (at Bayview Avenue and Hwy 407) offers a Montessori start for students from 18 months to Grade 6. Our Upper School (at Bayview Avenue and Elgin Mills Road) is the only independent school in York Region that offers the International Baccalaureate Programme for students in Grades 7 to 12. Our co-ed student population of over 850 thrives in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance at university, and in life. The unique design of the TMS student journey provides a framework within which your child can say I Am Known. Get to know us at www.tmsschool.ca."
"The Clover School prides itself on its commitment to child-centered, active learning, fostering good citizenship, kindness, leadership, and modelling wellness in the classroom. Clover students are seen, heard, and loved. They are young people who care deeply about our planet, are kind to one another and want to make the world a better place. The Clover Team is diverse in its experience and history and are given the opportunity, along with students, to share expertise, culture, and passions."
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"Families with children enrolled in The Clover School's signature programming say Clover is the school they wish they had as children. When observing a classroom, families touring Clover note the children are happy, calm, hard-working, focused, and free to move through their spaces. Clover students have a 100% success rate at transferring to their school of choice when the time is right for them."
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"The Clover School is a place where open communication, engaged teachers, bright classrooms, along with an age-appropriate and stimulating curriculum enable children to really thrive. A place where educators are valued for their vital role in shaping the lives of young people. Where parents are welcomed warmly as members of our vibrant community & recognized as partners in their child’s education. Clover's goal is to help each child build resilience and tenacity in both learning and in life."
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"The Clover School prides itself on a signature curriculum that takes a whole-child approach to the Montessori pedagogy:
Mind - reveal unique passions and innate curiosity, fostering critical thinking, fearless discovery, and resilience
Heart - individuality, authenticity, and social-emotional learning promote courage, compassion, and self-awareness
Health - practice smart nutrition, physical exercise, and mindfulness
Soul - connectedness to the world through nature-based learning and the arts"
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Welcome!
Established in 1996, The Clover School (formerly Forest Hill Montessori School) is a C.C.M.A. accredited school, which offers an authentic and progressive Montessori education. Our warm and vibrant learning environment is a special place where children can explore, discover and develop as intelligent, confident and comapssionate individuals. The Clover School's positive and friendly atmosphere truly feels like an extended family.
The Clover School embodies the very essence of what a school should be: a vibrant community of students who are excited to learn, a place where open communication, engaged and dedicated teachers, bright classrooms and a stimulating and challenging curriculum encourage students to thrive. Our programs inspire and promote intellectual curiosity, creativity and individual growth through the integration of academics, arts, athletics, community service and leadership. It is a joy to watch our students blossom into the creative, confident and compassionate leaders of tomorrow.
We invite you to tour our website to learn all about our special school and the programs that it offers. However, we believe that the best way to really get a feel for what The Clover School is all about, is when our classes are in session. This will give you the opportunity to see our school when it is brimming with the energy of our students. Whether you are looking for exceptional childcare for your young toddler, a stimulating and educational program for your little preschooler, or the perfect learning environment for your bright, young school-aged child, we invite you to come visit us. We look forward to welcoming you and your child into our community!
Kindest Regards,
Sandra Bosnar-Dale & Isabelle Kunicki
Thank you for your interest in TMS!
It is a pleasure to share with you some of the special features that give our school its unique identity and which inspire those of us who work here to give our very best to every child. Our students experience a warm and nurturing environment every single day when they walk through our doors. We are a community of caring and innovative educators and support staff, and students who continually amaze us with their artistic, academic, athletic, and linguistic prowess and their desire to grow and develop as responsible young citizens.
We appreciate that a school is more than a collection of individuals. For us, a school is a place where lasting relationships are formed, where lifelong interests and aptitudes develop, and where character is refined and shaped by exposure to a wide range of beliefs, traditions and views of the world. Finding the right school for your children is one of the most important gifts you can bestow upon them. Our students develop strong attachments to TMS, both during their time with us and after they leave us. When our graduates venture off into the world, they do so equipped with the knowledge, resilience and sound ethical framework that comes from being known and cared for deeply as individuals.
Indeed, the phrase I Am Known sums up in a few words our entire approach to educating children. From the youngest children in our Toddler program to our graduating classes in Grade 12, our students know the feeling of being supported and guided as unique individuals.
We place high value at TMS on academic rigour and our graduates are accepted at outstanding universities in Canada and abroad. Of equal importance to us, however, is that our students leave TMS not only with a broad knowledge base but with an educated heart and an internationally-minded outlook on the world.
As a leading Montessori school in Canada, we believe strongly in the world-class education that TMS teachers provide our 18 month-old to Grade 6 students. Beginning in Grade 7, we offer the International Baccalaureate (IB) programme which culminates in the IB Diploma Program in Grades 11 and 12. The IB is globally recognized as a rigorous and holistic curriculum which provides an outstanding preparation for university studies. Our skilled and experienced IB teachers help our students to achieve their full potential, and our IB scores are well above the world average.
During these very challenging times for all of us, TMS has continued to offer an outstanding education to our students. As we open our doors for the new school year, we will continue to do everything possible to keep our students and staff safe and well, and to promote the values that have guided our school for the past 60 years.
I invite you to contact our Enrolment Management team for much more information about our programs, people and facilities. Ask questions, explore our website, schedule a virtual visit and let us invite you to learn more about one of the leading independent schools in Ontario.
Yours sincerely,
Andrew Cross
Head of School
TMS
Montessori
International Baccalaureate
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.
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.
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.
The Clover School is a CCMA-accredited school offering an authentic and progressive Montessori education, with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission is to create an environment that inspires creative, curious, resilient, and innovative thinkers to lead with heart and realize their limitless potential through a lifelong journey of learning. Our positive and friendly environment truly feels like an extended family.
Lower School - 18 months to Grade 6 Internationally Recognized Flagship Montessori Program Upper School - Grade 7 to 10 International Baccalaureate (IB) Middle Years Programme (MYP) and Grade 11 to 12 International Baccalaureate (IB) Diploma Programme (DP) TMS students thrive in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance not just at university, but in life.
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Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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Developing mathematical skills and spatial awareness is one of the most important study areas for Clover students. Children learn to recognize shapes, angles, sizes, positions, and the spaces they live in using colourful tactile manipulatives that are beautifully made from natural materials like wood. The Clover School has a wonderful process to move children from concrete forms (e.g. tracing tactile Sandpaper Numbers) through to the more abstract (e.g. writing out a math problem).
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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.
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The Montessori curriculum is designed alongside the science of reading. It separates the many elements of reading and writing one by one, in an accessible and enjoyable way. Literacy is a complicated process that involves the association of symbols with sounds, sounds with words, and words with ideas. It means learning to fluidly encode ideas into symbols and decode symbols into ideas. The Clover School's signature curriculum supports each student's unique journey toward literacy through differentiated lesson plans.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
No
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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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Following the introduction of the basic literacy concepts but before children have the hand strength to hold a pencil correctly, Clover students are able to connect the sounds that letters make to form words. The Clover School utilizes Montessori learning materials like the Moveable Alphabet to facilitate the child's written expression. As the children develop their hand strength through various practical life activities they gradually move towards creating letter formations with various instruments and then paper and pencil. Children learn to write in cursive first as it allows them to keep their pencil on the page and the sloping nature of the cursive letter is easier for the young writer increasing student success, focus, and enjoyment.
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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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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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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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
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Montessori
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.
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.
Established in 1996, The Clover School is a CCMA accredited school offering an authentic and progressive Montessori education with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission at The Clover School is to empower children to reach their fullest potential as confident, creative, and compassionate young people and to joyfully cultivate a genuine desire for life-long learning. Our positive and friendly environment truly feels like an extended family.
TMS has garnered a reputation for creating an extraordinary learning environment. Up to Grade 6, the curriculum is based on the core premise of a Montessori education: that students need to drive their own learning. Using materials and processes that make abstract ideas concrete, students initiate their learning and can assess their own progress. This balance between the freedom and responsibility of a child produces highly competent learners who are self-reliant, self-disciplined and self-confident.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Pairing beautiful Montessori classroom materials with a teacher who is always available to provide children with guidance and support, each Clover student is presented with a unique education experience.
Montessori Program - Toddler to Grade 6 IB MYP and DP- Grades 7 to 12 Varies by level
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”.
Grades, like other external rewards, have little lasting effect on a child’s efforts or achievements. The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Our teachers pay close attention to where their student’s academic skills range in comparison to the grade level expectations of the Provincial curriculum so that any concerns, weaknesses, and areas of struggle can be identified and addressed.
TMS offers a uniquely designed framework that combines a Montessori start and International Baccalaureate (IB) finish. Our academics are rigorous and each student is "known" and supported. We deliver an accredited educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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By providing an intellectually stimulating and developmentally appropriate learning environment, we engage young minds, create opportunities for them to find their passion, and become ethical and responsible contributors to their local and global communities. We pride ourselves on being a uniquely warm and nurturing school community, which enhances each child’s learning experience. We recognize and embrace the importance of community, cooperation, kindness and the acceptance of each person as a unique individual.
At TMS every student is "Known". TMS provides an environment where students are cared for. TMS students are given a foundation to grow, to be ambitious and bold. TMS creates opportunities for children to be inspired by learning through experimentation, exploration, and self-discovery.
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
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 |
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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
Preschool - 12
0%
0%
$0
$0
0%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 6
Yes
No
Yes
No
No
No
Yes
No
No
No
No