15 Breadalbane Street, Toronto, Ontario, M4Y 1C2, Canada
131 Farnham Avenue, Toronto, Ontario, M4V 1H7, Canada
2003
1851
110
650
6 to 12
5 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Liberal Arts
8 to 12
18 to 22
Learning, Developmental, Behavioral
Dedicated gifted school
$27,825
$16,500 to $16,750
Yes
Yes
30%
18%
9 to 12
5 to 12
$10,000
$12,500
16
81
0%
0%
0%
33%
7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 04, 2020
Not available
Not available
Yes: grades 9 - 12
Yes: grades 5 - 9
No
No
information not available
information not available
The very heart of private education is providing options for parents looking to support their learner, and YMCA Academy sits at the very heart of that concept. It was founded and developed to support learners with needs that may not be adequately met within other settings. Likewise, it comprises an academic environment in which those students aren’t constantly reminded of their exceptionality. Here, they participate in a community that is supportive, sympathetic, and socially oriented around their personal needs. That, in itself—irrespective of the programs or the curriculum—can be transformational. This isn’t a school for others, making a concession for them. Rather, it is a school for them. That’s huge.
View full reportDe La Salle College is a Lasallian school, part of an association of schools in more than 80 countries worldwide. The schools are affiliated with a Roman Catholic teaching order founded by Saint Jean-Baptist de La Salle in France in 1679. Canonized in 1900, La Salle was later proclaimed by the Vatican as the patron saint of teachers. So, in all, the College has quite a pedigree. It is committed to a Catholic Education, and religious observance is a daily component of student life. The academic program is rigorous, and augmented by an equally rigorous dedication to the development of ethical leadership, self-confidence, and social responsibility. The ideal student is one intending to advance to university.
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"I know I am prepared to face future challenges due to a strong educational background, priceless lessons in character and virtue, and the strength of a caring and loving community."
Adam Abdulhamid - Student (Feb 21, 2019)
My experience at De La Salle College has been life-changing, and I am extremely thankful to have had...
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"We found the teaching staff to be very accessible to discuss progress or problems at any point through the school year."
Jerry Nolfi - Parent (Feb 28, 2019)
We wholeheartedly feel that the traditional academic teaching style, the extracurricular involvement...
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" For the teachers, I have found many quite memorable and created an excitement to learn, they helped me when I needed it and congratulated me when I succeeded."
Mikayla Lorini - Student (Mar 08, 2021)
I learned that Del will challenge you. Nonetheless, it was a great experience that I do not regret. ...
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"The YMCA Academy is an alternative middle school and high school serving youth with learning disabilities and learning style differences. The school's small class sizes, individual education plans, life skills counselling, and experiential learning opportunities support students in their pursuit of college preparation and workplace level courses. The recently expanded, state-of-the-art facility is conveniently located in the Central YMCA in downtown Toronto."
"Founded on the teachings of St. John Baptist de La Salle, De La Salle College is an independent, Roman Catholic, co-educational day school, from grades 5-12 that immerses its students in a rigorous university preparatory curriculum. Each day the school seeks to maintain its mission of helping students experience opportunities to grow spiritually, intellectually, artistically and physically, fostering Christian virtues and principles inspired by the worldwide Lasallian movement."
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"De La Salle College offers a comprehensive variety of Advanced Placement courses while providing instruction in a university-style format. All Grades 9-12 students will have lecture, lab and discussion classes. Lectures offer students an opportunity to obtain scholarly information in a timely fashion. Labs offer students real, hands on experiential learning in state of the art classrooms. Discussions allows students to break down the information with teachers, preparing them for university."
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"Along with a rigorous academic program, students in Grades 9 to 12 are assigned Independent Learning Time through out the day where students are able to tailor their educational experience to their own needs. Students learn independence by making the decisions on how to spend their time. Students may attend department office hours (where teachers are assigned to offer academic support beyond the classroom), complete homework, work out or play a sport, socialize or have lunch."
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"De La Salle's co-curricular program is the school's most underrated aspect of student life. In developing the whole student, the College has a depth and breath of co-curricular activities. From competitive sports teams to drama productions, golf simulators to debating tournaments, business competitions to newspaper deadlines, there is not shortage of activities for the athlete and /or scholar alike. Critical activities in building a portfolio come university applications."
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"The unexpected quality students will come to appreciate will be the development of resilience. Initially, the students may find the work challenging, however, through hard work, perseverance and support, where necessary, students will grow into strong, hardworking and conscientious young men and women."
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I have spent a quarter of a century working in independent schools in Ontario, having focused my career on curriculum development and research on learning and the adolescent brain. The following judgment, then, must carry some weight: The Academy is a uniquely impressive school, one that profoundly improves the quality of life of its students, and promises to multiply such improvement as they move on successfully to post-secondary studies or meaningful work placements. Of course, these are large claims, but they are supported by the achievements of our graduates. We have taken approved Ontario Ministry of Education courses and incorporated them into unique programs to meet the needs of our student population. Our goal is to give our students the skills to graduate from The Academy with their Ontario Secondary School Diploma in hand, ready to face the challenges of university, college or vocational endeavors.
Our personal, differentiated approach, specialized programs and individualized use of assistive technology are ideally suited to those students with mild learning disabilities or learning style differences. Our students typically have communication exceptionalities such as: learning disabilities, autism, giftedness and/or medical conditions that affect learning such as ADD and ADHD which have impacted their achievements in school settings. At the Academy we support our students from their first day of school with an Individual Education Plan outlining supports and accommodations specific to their needs.
The Academy team is made up of experienced teaching professionals with accreditation in their professional fields. They bring varied backgrounds and expertise in special education, IT, counseling, mentorship, curriculum development, guidance and career counseling, cooperative education, and many others.
Given its history in education, and its wide-ranging social programs for youth, the YMCA connection enhances The Academy in many ways. We recognize that our students can benefit from the “wrap-around” services our connection to the YMCA of Greater Toronto makes possible. For example, each of our students has year-round access to all Health, Fitness and Recreation centres with the Central Y being the facility for all school-related fitness education. Co-operative education opportunities are readily at hand as well. Our students experience school-wide overnight leadership and outdoor education sessions at camp Wanakita and/or Camp Cedar Glen, and access to Canada Youth Exchanges through the YMCA Student Youth Exchanges program, amongst a large variety of supports.
Finally, The Academy has been, and will continue to be, a school in which all students know that they are part of a supportive, safe and challenging community, dedicated to enrich their present and their future. We pride ourselves in our students’ success!
On behalf of the entire De La Salle community, I would like to thank you for including De La Salle College “Oaklands” in your search for an independent school and I want to welcome you to a school community whose commitment to academic excellence, while providing a balanced approach to learning has served many students over its 160 year history. De La Salle continues to expose students to a breadth and depth of curriculum that ensures students are not only prepared for university, but for life. De La Salle College “Oaklands” is not defined by its buildings or its beautiful thirteen acre property, but rather, it is defined by the people that are a part of this community. The Brothers, alumni, parents, students, support staff and teachers have built this school into one that is rich in tradition and entrenched in its mission. In short, this school has positively affected the lives of many and continues today to leave an indelible mark on its graduates.
The school is vibrant: its commitment to Catholic Education; its participation in athletic activities and school functions; and its obligation to servicing the needs of the poor shape and define this wonderful school. The College instills Gospel values and exercises a preferential option for the poor through its religion and community service programmes. It allows our students to experience the benefit of a rigorous academic environment while providing extra-curricular activities and programmes that build lifelong camaraderies and friendships. Our programming is diverse and meets recognized standards of excellence, while creating and sustaining respectful human relationships within the school community. In other words, the school fosters an experience that is truly Lasallian. Moreover, the school’s 160 year history has been enriched by its people who are part of this great institution. Students, parents, and teachers, both past and present, have an appreciation of what it means to be part of this institution. Whether you are a grade five student or an alumnus or a parent you understand that De La Salle teaches the value of moral integrity.
Come and visit De La Salle College. I am confident you will experience what many already know, De La Salle College is a selfless and committed community of learners.
I look forward to meeting you.
Live Jesus in our hearts.
Liberal Arts
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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The YMCA Academy offers a full range of compulsory and elective high school courses, imbued with the school's focus on providing accommodations and assistive technologies and offering experiential learning opportunities and wrap-around support.
De La Salle College offers a liberal art program that will prepare and encourage students to deal with a diverse, complex and changing world. It will provide students with a broad knowledge of a variety of curricula in a an enhanced, in-depth approach to specific areas of study. A Lasallian liberal arts education will also encourage and foster a sense of social responsibility. Students will be expected to apply their intellect and practical skills to help others, especially the less fortunate. This is truly an atmosphere where students will "enter to learn" and "leave to serve".
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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
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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
Physiology
Traditional
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
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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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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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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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Equal Balance
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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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
We use assistive technologies in our classes to support students who learn differently. These include speech to text, text to speech, mind mapping, word prediction software, and so on.
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Web design
Robotics
Computer science
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Accelerated
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 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).
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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”.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We offer a full suite of accommodations for learning style differences, as well as a dedicated counselor providing social/emotional support to individuals and the learning community. We welcome students with a wide variety of learning style differences.
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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
9 - 12
5 - 12
30%
18%
$10,000
$12,500
0%
33%
7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 04, 2020
Not available
Not available
Yes: grades 9 - 12
Yes: grades 5 - 9
No
No
No
No
No
Yes: grades 5 - 6
No
No
Yes
No
The YMCA Academy is a Ministry of Education–inspected, alternative high school in downtown Toronto. Our personal differentiated approach, specialized programs, and individualized use of assistive technology are ideally suited to students with mild learning disabilities or learning style differences. The YMCA Academy’s middle school is an alternative grade 7 & 8 program in downtown Toronto. Developed with a focus on building reading, writing and math skills, our personal differentiated approach, specialized programs, and individualized use of assistive technology are ideally suited to students with mild learning disabilities or learning style differences.
De La Salle College strives for a diverse student population and hopes to attract young men and women with excellent academic skills; interest in a variety of co-curricular experiences; and the potential to contribute to the school community with a positive attitude.
For students entering our program at grade 9, we do an assessment of English and Mathematics to determine grade level and appropriate placement in our program
For information on How-to-Apply to De La Salle College, please follow this link: https://www.delasalle.ca/admissions/how-to-apply