2632 Liruma Rd, Mississauga, Ontario, L5K 1Z1, Canada
7215 & 7205 Millcreek Drive, Mississauga, Ontario, L5N 3R3, Canada
Indirect Support:
2632 Liruma Rd, Mississauga, Ontario, L5K 1Z1, Canada
7215 & 7205 Millcreek Drive, Mississauga, Ontario, L5N 3R3, Canada
2012
1997
70
380
SK to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
1 to 12
16 to 18
Learning, Developmental, Behavioral
Learning
In-class adaptations
$15,000
$16,950 to $21,550
No
Yes
0%
3%
None
JK to 8
$0
$800
5
25
0%
0%
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades 4 - 12
No
No
information not available
Founded in 1997, the mission of Lynn-Rose is to provide individually oriented, student-led instruction, challenging all to reach their potential within the core academic fields and beyond. The blend of the Ontario and International Baccalaureate (IB) curricula is a draw for the families that enrol here, as are the quality of instruction and the very porous interface between families and faculty. The math and literacy programs have students working a grade ahead of their peers in the public system, with further acceleration offered to students able to function at that level. The attention to values, including those underscored within the IB programs, is also a draw. There is a lot going on, though a close attention to the specific skills, abilities, and needs of each student—as well as a broad range of resources to address them—is a distinguishing factor of the Lynn-Rose offering.
Read The Our Kids Review of Lynn-Rose School
“Vianney Academy was a life saver for our family,” says one parent, and that sentiment is common among the parent community. The program is small, student-centered, and eminently supportive, addressing the unique needs of students who have struggled in other, less focused learning environments. The main thrust of the program is on core literacies, gaining a sense of mastery with literacy and numeracy while also building the students’ confidence as learners. The administration is prone to engage with the parent community, and many feel that they are being listened to, and truly understood, for the first time. A rich co-curricular program, including frequent field trips, helps keep things fun, and connection high. Simply, it’s one of those excellent programs that was founded in order to change lives, and help families, and it’s proven its ability to do precisely that.
View full reportFounded in 1997, the mission of Lynn-Rose Heights is to provide individually oriented, student-lead instruction, challenging all to reach their potentials within the core academic fields and beyond. The blend of the Ontario and IB curricula is a draw for the families that enrol here, as is the quality of instruction and a very porous interface between families and faculty. The math and literacy programs have students working a grade ahead of their peers in the public system, with further acceleration offered to students able to function at that level. The attention to values, as those underscored within the IB programmes, is also a draw. There is a lot going on, though a close attention to specific skills, abilities, and needs of each student—as well as a broad range of resources to address them—is a distinguishing factor of the Lynn-Rose offering.
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"...follows the fundamentals of learning and focuses on appropriately pushing a child to learn and understand the material"
Samantha Lawrence - Parent (Jun 08, 2021)
My son has attended Vianney Academy since SK. I tried one year at another school but came right back...
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"From the principal to the teachers and support staff, everyone shows deep concern for the welfare and progress of the students."
Marilyn Alfano - Parent (Jun 08, 2021)
Both my children experienced attention to their worries and concerns. They were listened to beyond ...
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"They have tirelessly worked with him to help him achieve success in many subject areas."
Susanna Beghin - Parent (Jun 30, 2021)
Vianney Academy was a life saver for our family. My son had trouble attending in a regular classroom...
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"The academic program focuses on developing inquiring, knowledgeable and well-rounded individuals."
Sabine Kussmann - Parent (Feb 21, 2018)
My sons love the school and have had a wonderful experience. They like the warm and and positive sch...
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Atmosphere, experience, communication
Mrs. S. - Parent (Mar 06, 2018)
Our child loves Lynn-Rose Heights and has had a great experience attending this school. Our child lo...
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relationships that stay, year over year
Laura Trujillo - Parent (Mar 08, 2018)
I have two children enrolled at LRH, my youngest daughter is currently in grade 4 and my older daugh...
View full review
"Our focus is on students who are struggling with the core subjects of reading, writing, spelling, grammar, and math. Our unique classroom style allows students to work independently while getting support from their teachers. Each student is given a personalized curriculum that is monitored and adjusted as the student progresses. We incorporate outdoor play and exercise to enhance the child's mental well being which contributes to their success in the classroom. Therapies for cognitive development are included."
"At Lynn-Rose School the philosophy is to create an environment that is challenging and rewarding, focusing on social, intellectual and emotional aspects of development. At LRS, your child will thrive within our rigorous academic curriculum combined with the International Baccalaureate Programmes (IB) JK-Grade 10, and Advanced Placement (AP) Grades 11-12, thus preparing and inspiring our students to become life long learners and global citizens."
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"Authorized International Baccalaureate World School for the Primary Years Programme (PYP) and Middle Years Programme (MYP) and provides Advanced Placement certified (AP) . LRS provides the most effective and sought after programme for the leading Post Secondary institutions in North America. Through LRS's curated programme from early years to secondary, your child is able to better develop the strong academic, social, and emotional characteristics they will need to find success in their life."
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"Lynn-Rose Schools has earned accreditation by Cognia™, a nonprofit organization that provides quality assurance for schools, school districts, and education service providers. School accreditation as conferred by the Cognia Global Accreditation Commission provides LRS a nationally recognized mark of quality; it demonstrates to our community our commitment to excellence, our openness to external review and feedback, and our desire to be the best we can be on behalf of the students we serve."
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"Amazing Learning is at the forefront of Lynn Rose Schools, which is why LRS has three significant accreditations. Ontario Ministry of Education, International Baccalaureate and Cognia, all require annual audits of the campuses. Cognia specifically focuses on the continuous improvement and development of not only students, but also our staff and facilities, which marks our commitment to better learner outcomes."
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"Lynn Rose Schools has two distinct campuses to better support learners with their educational needs, starting from Early Years to High School . Our warm and inclusive school atmosphere is brought to life through decorated student work that flow outside of the classroom into the hallways; ensuring that our student body is always surrounded by their continuous progress. Upon initial conversation with our students you can feel their passion for curiosity and knowledge."
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Hello!
Thank you for considering Vianney Academy for your child's education! Is your child struggling in school? Do they have a learning disability? Are you both frustrated, not knowing where to turn for help? We can help! Vianney Academy is a warm and welcoming small school with programs designed to help your child learn the core subjects of reading, writing, spelling, grammar, and mathematics. We offer cognitive therapies and activities that will help speed up your child's processing speed. If you answered yes to my questions I hope you will reach out to me. Vianney can give you hope and guide your child to success. Let's chat and see if our program is right for you and your child I look forward to hearing from you.
Sincerely,
Karen Uschold, Principal
Welcome to Lynn-Rose! As Head of School, I join our educators in approaching every school year with enthusiasm. Our philosophy is to treat every student with respect while ensuring they have the opportunity to explore, create and thrive in a programme of academic excellence. Our school culture embraces character development and values that promote leadership, confidence, respect, strength, wisdom and integrity.
Our goal and the goal of the International Baccalaureate Organization is to help our students develop personal confidence with an emphasis on character and values. As educators we provide opportunities for our students to learn and make wise choices, respect others, protect their environment and overall become contributing and understanding members of our global community.
Lynn-Rose offers a nurturing and stimulating environment where your child is treated with respect preparing them for future success. We are a school of joy and enthusiasm that encompasses the arts and athletics with exceptional academics. At Lynn-Rose, your child will thrive within our outstanding academic curriculum and will have the opportunity to explore the arts through creativity, music, and drama. Beyond the classroom our students are encouraged to join our sports and outreach programmes and participate in field trips.
Lynn-Rose is committed to our parents/families and value their input. Here your child will thrive as an individual with the opportunity for personal growth. We take pride in understanding the students as individuals and supporting the student to reach their personal potential socially, emotionally and intellectually.
Thank you for considering Lynn-Rose as a choice school for your child. We encourage you to talk to our dedicated staff and community about our school and please feel free to ask questions. We are proud of our schools and are here to help make this important decision with you.
I encourage you to explore what our various programmes offer and come in for a visit to see firsthand what we do.
Sincerely,
Sara MacDonald
Head of School
Progressive
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
All students spend the morning working on what we call their “Daily”. An IEP (individual education plan) is created for them based on their assessed learning level and personal needs, and then continually monitored to ensure it continues to encourage and challenge them as they advance. Some of the skills our students learn in our unique classroom style are: organizational skills self-regulation assessing their own personal success knowing when to ask for help working independently
At Lynn-Rose we align our overall school curriculum within the framework of the (IB) International Baccalaureate Programme, providing the most unique and comprehensive learning experience available in the Greater Toronto Area. Flexibility in our Programme encourages students to achieve the expected outcomes in a manner conducive to their own learning style. At Lynn-Rose, your child will thrive within our outstanding academic curriculum and will have the opportunity to explore the arts through creativity, music and drama.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Aligning the Ontario Mathematics Curriculum with the framework of International Baccalaureate Continuum is a unique opportunity for Lynn-Rose learners to build, develop and enhance their numeracy skills. In the IB Primary Years Programme (PYP), mathematics is viewed primarily as a vehicle to support inquiry, providing a universal language through which we make sense of the world around us. Mathematics is an essential tool for transdisciplinary and interdisciplinary inquiry. As students progress from the MYP to the DP, the emphasis on understanding increases as students work towards developing a strong mathematical knowledge base that will allow them to study a wide range of topics. At Lynn-Rose Schools, mathematics is a tool for solving problems in an authentic real-life context.
Nelson Mathematics, Prism
Information not available
Phonics-intensive
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.
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.
Lynn-Rose Schools strives to help students become enthusiastic readers and writers. Our phonics program carries both systematic and incidental approaches starting in Junior Kindergarten. The first approach follows a consistent framework, and uses systematic synthetic phonics as the main route to reading unknown words. However, students also have the opportunity to inevitably encounter words through reading and responding to texts. Combining both approaches in our classes helps students develop automaticity as they move to higher grade levels.
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
At Lynn-Rose Schools, writing is a fundamental skill, starting in early years as part of our literacy program. Students develop the skills to use the evidence-based strategy of combining words and sentences. Moreover, students combine multiple ideas into a single sentence. Students learn to edit, proofread and and publish their writing while being provided structured instructions and feedback. Lynn-Rose strives to plant the love of writing in all students and develop their talents and skills through unstructured and creative writing opportunities inside and outside the classroom.
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.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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.
Information not available
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.
Information not available
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
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
Information not available
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
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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Web design
Robotics
Computer science
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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.
The Lynn-Rose IB Primary Years Program is the foundation your child needs in order to maximize their potential growth moving forward. With a skilled team of active and versatile faculty, your child will gain the academic base necessary to succeed. LR is founded on a philosophy that recognizes a child's natural curiosity, creativity and the ability to reflect.
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).
Information not available
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”.
At Vianney we respect that not all children develop and mature at the same rate. We gently encourage and support their growth in all areas of their lives.
Information not available
"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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We aim to develop critical and creative thinkers who are proficient problem solvers. We expect that our students will utilize their knowledge and talents to always elevate those around them.
The Lynn-Rose Schools leadership team and educators are committed to supporting students throughout the learning process to develop life skills and build their own agency by adapting the IBO philosophy for placing the learner in the center of education. Since experiences during the early years lay the foundation for all future learning, early learners emerge with life skills development with the support of their educators. Our school is proud of the holistic learning experience that integrates socio-emotional, physical and cognitive development.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We have a speech pathologist that supports our students on a weekly basis, although there is an extra cost for this service. If the child has occupational therapy or other therapies to assist their learning we are happy to incorporate them into their school day.
Information not available
Children with clinically diagnosed learning disabilities are all welcome to participate in our program.
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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
JK - 8
0%
3%
$0
$800
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
At Lynn-Rose, your child will thrive as an individual with the opportunity for personal growth. We take pride in understanding the students as individuals and supporting the student to reach their potential socially, emotionally and intellectually.
Application Process and Enrolment:
1. Request an interview. At the interview Vianney's principal will have the opportunity to meet you and your child. Please bring any assessments, observations and recent report cards. Vianney Academy will consider any student for enrolment.
2. Once enrolment has been offered you will be emailed an enrolment package with further instructions and forms to fill out and return to secure your child's place at Vianney. The application and registration fees must be received along with your completed forms.
3. Your deposit of $2,000 must be received by August 9th. The remaining monthly payments (September - June) must be received by the 1st of each month (or the next normal business day if the 1st falls on a weekend). Payments can be made by credit card, cheque or e-transfer. All items received NSF are subject to a $50 NSF fee.
Complete an online inquiry form to receive program information.
Register for an Open House event to meet our principals, and connect with our admissions team.
Submit an application and upload all supporting documents (a copy of a birth certificate/passport, up-to-date immunization records, final report cards from the previous 2 years, additional grade-specific documentation).
Once the full application with all supporting documents has been submitted, our team will contact you to confirm whether we can proceed with an interview and/or assessment.
Families will be notified of the admissions decision within 1-2 weeks of the interview/assessment.
If you need help at any stage in the admissions process, please contact us at [email protected] or call 905-816-0301.
We look forward to meeting you soon!
