2480 15th Sideroad, King City, Ontario, L7B 0P5, Canada
1700 Mazo Crescent Mississauga, ON Canada, Mississauga, Ontario, L5J 1Y8, CanadaIndirect Support:
2480 15th Sideroad, King City, Ontario, L7B 0P5, Canada
1700 Mazo Crescent Mississauga, ON Canada, Mississauga, Ontario, L5J 1Y8, Canada
5,699.2 km
5,700.1 km
1999
0
600
30
4 to 12
JK to 5
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Waldorf
16 to 20
5 to 10
Learning
Learning, Developmental, Behavioral
Accelerated curriculum
Dedicated gifted class
$22,400
$2,400 to $49,994
Yes
No
0%
0%
4 to 12
None
$0
$0
67
4
0%
0%
0%
100%
4, 5, 7, 8, 9, 10, 11
JK, SK, K, 1, 2, 3, 4, 5
information not available
information not available
Dec 01, 2024
Rolling
Not available
Not available
Yes: grades 4 - 11
No
No
No
information not available
information not available
Villanova was founded in 1999 on property that is home to the Mary Lake Augustinian Monastery. Today the school operates independent of the order, in terms of finances and leadership, though shares the values of service and charity. While the school is understandably a draw for families looking for a school delivering the curriculum through a Catholic lens, it also attracts those from surrounding communities who, apart from religious observance, share those foundational values. The school is relatively young, though has established a strong academic and athletic reputation in a short time. The school also has set standards for online communication, and the use of technology in instruction and assessment. The ideal student is one able to thrive in a challenging, active student environment.
View full reportShining Stars School is a Ministry-recognized alternative learning environment designed to support children with Autism Spectrum Disorder and related learning differences. Rooted in the belief that every child can succeed, the school offers a highly personalized, therapeutic approach that combines individualized instruction with a calm and responsive setting. With a team of trained therapists and educators, students benefit from consistent one-on-one support, integrated learning plans, and a low student-to-teacher ratio that allows for true responsiveness to each child’s developmental and academic needs. The school has a whole-child philosophy, which means balancing academic growth with social-emotional development and self-regulation, and creating sensory-informed spaces that promote comfort and engagement. Parents are considered essential partners, invited into the learning process through collaborative planning and hands-on training. Through a multidisciplinary model that includes regular assessments and non-traditional grading, Shining Stars aligns with and often exceeds provincial standards while remaining flexible to each learner’s pace. For families seeking an inclusive, nurturing alternative to traditional classrooms—particularly for children who are anxious, neurodivergent, or in need of enrichment or remediation—Shining Stars is a structured, respectful space where students can thrive.
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"My experience at Villanova was nothing short of life-changing."
Gabi Stefou - Alumnus (Aug 09, 2018)
My experience at Villanova was nothing short of life-changing. I entered Grade 7 as a shy student af... View full review
"The quality of teaching at Villanova is second to none"
Josephine Greig - Parent (Aug 14, 2018)
All 3 of our children like and appreciate their teachers the best! They truly care about their pup... View full review
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"Villanova College is York Region’s only independent Catholic school preparing young men and women for university and for life. Learning at Villanova is exciting, engaging and enduring. Small class sizes, the Teacher-Advisor Program and the Guided Learning Centre allow our faculty to give students the individual attention they require to reach and exceed their potential. Individual talents are nurtured through specialty academic programs, including Advanced Placement and STEM (Science, Technology, Engineering and Math) as well as extensive co-curricular programs including music, performing arts and athletics. Located on 53 acres on the Oak Ridges Moraine, the school is situated in an idyllic setting with state of the art facilities including an artificial turf field, triple gymnasium and brand new theatre, dining hall and specialty classrooms. The academic achievements of Villanova graduates have consistently been recognized through scholarship offers and acceptance to preferred universities. Our graduates have gone on to study at the most selective programs at highly regarded universities in North America and internationally. To provide your child with a foundation for lifelong success contact our admissions office or visit our website at www.villanovacollege.org."
"Shining Stars School est. September 2023, is a Ministry of Education Alternative School for children and youth with Autism Spectrum Disorder and other related difficulties, Kindergarten to Grade 5. Shining Stars School mission Children Can Succeed supports the notion by combining the most conducive learning environment and an academic plan that matches the child's developmental needs, our students can succeed! Each of our students receives 1:1 instruction from a Supervised Therapist and whose program is supervised by an RBA"
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"Individualized Service Plans: Each student enrolled in Shining Stars School will have a tailored and individualized educational plan meeting their unique strengths and needs.
Smaller Class Sizes: Lower therapist-to-student ratios allow for more individualized and personalized attention, stronger bonds between therapist and student and a strong sense of community.
Focus on the Whole Child Learning: With an emphasis beyond academics, Shining Stars School nurtures and builds emotional well-being, independence, creativity and social skills.
Inclusive and Supportive Learning Environment: Shining Stars School emphasizes and believes in inclusivity and children with Autism Spectrum Disorder should learn amongst others.
Strong Parental Involvement: Parents and caregivers are seen as crux to their child's learning journey and success, often viewed as the gatekeeper of their child's program , involvement and collaboration is a key component to each child's learning journey."
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"At Shining Stars School, we are deeply committed to nurturing a learning environment rooted in respect and compassion. Our core mission and value Children Can Succeed guides every aspect of our community - from therapist to educators, to the way we teach to what we teach to how we connect with families. We never waiver on:
Student Individuality: Shining Stars School honours each child's unique learning style and strengths. Early on a preference assessment is used to understand and foster a strong bond with each of our students. A students' preferences and reinforcers are taken into account to build a strong rapport and trust. Shining Stars School believes this connection is at the heart of meaningful learning.
Lifelong Learning: Shining Stars School encourages learners to ask questions, take risks and be bold and curious and continue learning each day. Learning does not stop when they graduate from Shining Stars School. Learning is a phenomenon that continues."
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"2023 - Shining Stars School Founded/First Permanent Campus Established: Shining Stars School opened its doors with the focus on the mission that children can succeed!
2023 - Community Partnerships: Shining Stars School believes in the importance of collaboration between previous schools and multi-disciplinary stakeholders. Information shared between partners is crux to ensuring consistency for learning goals.
2024 - Logo Changed: The recognition that Autism Spectrum Disorder is not a puzzle that needs to be fit perfectly into place rather each student's learning profile is unique and recognized.
2024 - Shining Stars School Recognized as a Leading Alternative School: Shining Stars School was recognized and selected by the Canadian Business Review Board as a leader in providing quality alternative education for children and youth with Autism.
2023/24 - Shining Stars School Introduces Year Round Education: Shining Stars School successfully implemented year round learning."
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"At Shining Stars School, all learners are welcome. Some students thrive in our environment and the ideal learner for Shining Stars School is a student who:
Benefits from a Personalized Approach: Learners who would not benefit from a traditional and larger classroom environment and need individualized support - academically, socially and/or emotionally, thrive in Shining Stars School learning environment.
Learns Differently: Students who are neurodivergent or have learning differences such as ADHD, Autism, Dyslexia or Anxiety often find a smaller class size with 1:1 support better supports their learning needs.
Compassionate and Flexible Environment: Students who struggle with the overstimulation a traditional school provides, appreciate the greater level of flexibility and supportive team Shining Stars School provides.
Shining Stars School celebrates each learners' unique needs and each learner is supported, appreciated and celebrated."
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"Some of the common misconceptions about Shining Stars School:
Myth: Shining Stars School is only applicable to children and youth who have Autism or other related learning need. While Shining Stars School supports students who need more personalized environments, the focus is one learning styles. Many of our students attend for remediation, enrichment and/or self-regulation and may be also enrolled in a traditional school alongside Shining Stars School.
Myth: Shining Stars School does not follow Ontario Curriculum Standards: The student's curricular program is dependent on the results of their intake assessment. Shining Stars School must follow and exceed academic expectations and ensures alignment with the Ontario Curriculum. Whether the student is a best fit for alternative, modified or accommodated curriculum, Ontario's curriculum is Shining Stars School guidepost."
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"Parents and caregivers choose Shining Stars School because they want their child learning in an environment that personalizes learning. Parents value a setting where their child's learning style, pace and interests are honoured through individualized instruction. Smaller class sizes allow students to belong and feel recognized. Additionally, many parents see an alternative school as a fresh start.
Shining Stars School is an Ontario Autism Program (OAP) provider. This means families who are receiving OAP funding from the provincial government are eligible to use their child's funding for Shining Stars School. A Registered Behaviour Analyst would be allocated to provide monthly and periodic supervision ensuring your child is receiving the best possible outcomes of educational delivery.
Shining Stars School parents seek an environment that prioritizes emotional well-being and safety especially for learners who may be anxious, sensitive or neurodivergent."
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"Shining Stars School prominent features include:
Each student receives 1:1 support from a Supervised Therapist . Our Supervised Therapists have a minimum of 1 year working directly with children and youth with Autism Spectrum Disorder. Our team members are passionate, supportive and understand the diverse needs of our student population. The Supervised Therapist works hand in hand with the Registered Behaviour Analyst team member with a shared focus and goals."
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"1-Assessments: Shining Stars School ensures importance is placed on semi-annual assessments for students. Assessments help us understand which skills each child has mastered, skills the student requires more time to learn and drives an individualized and developmentally service plan into motion.
2-Non-Traditional Grading Systems: Shining Stars School emphasizes, through analytical procedures (raw data collection, upward data trends) mastery and progression. A one-size fits all curricula may be avoided.
3-Non-uniform Curriculum: Curriculum is individualized and specific to the child's assessment results as well as parental goals and expectations.
4-Non-competition: Shining Stars School promotes collaboration, respect and self-improvement among students as opposed to competition for grades or rankings."
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"Shining Stars School founding principal, Rania Ghobrial, understands the needs of our students and the specialized approach to assisting students to succeed is student-centered, individualized and flexible and ensures active and hands-on learning."
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"Increased inclusion of neurodivergent learners includes customizing our spaces to better support students with sensory sensitivities, need for kinetic movement or ADHD. This also includes creating multi-modal learning spaces such as a our alternative learning environments, movement areas and flexible and preferred seating.
Increased parental involvement through monthly and quarterly parent training workshops with a focus on topics specific to their child and needs. Such collaboration brings families to the forefront and encourages shared decision making.
Increased student choice for reading materials, learning formats and projects. Students can have greater autonomy and decision making in selecting learning materials specific to the course of study (i.e. novel for study, topics for projects, multi-modality for projects)"
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"Shining Stars School plans to adapt the educational needs of our students in the future by:
-Encouraging students to be front and center in designing their Individual Academic and Behavioural Plan, learning goals and pathways.
-Incorporating and ensure curricular program includes a full-time mental health professional with a focus on building emotional regulation, mindfulness and resilience.
-Embedding community based and outdoor programming to connect to real world learning (e.g. building financial literacy, blending an internship with curricular instruction.
-Continuation of ongoing parental and multidisciplinary team collaboration."
Villanova College is an independent, Catholic school committed to the Augustinian values of unitas, veritas and caritas, meaning unity, truth and love. Since 1999, the School has prepared young men and women for university, for leadership and for life. Villanova educates its students in a caring environment focused on academics while maintaining a balance between spirituality, arts, athletics and community involvement.
Villanova is a tightly knit family that supports and challenges students in grades 4 through 12, as they become independent critical thinkers so that they may lead with integrity. Challenge, community, care and respect are the key characteristics of our school. Our high academic standards are supported by a caring and involved faculty that serves to help each student reach his/her potential. Villanova College is a special place that recognizes and takes great pride in our students' academic achievements, aptitude in the performing arts, athletic excellence, extensive Christian Service and proud community spirit.
Faithfully yours,
Paul Paradiso
Headmaster
Dear Families,
Welcome to our Shining Stars School community. It is with great joy and delight to extend a warm welcome to new and returning families to Shining Stars School. We are excited and honoured you have chosen Shining Stars School as a partner in your child's educational journey.
At Shining Stars School, we believe in supporting the child's success, growth and full potential. How is this formula created? This is created by ensuring our students feel valued, safe and comfortable as well as addressing the emotional, academic and social needs of each student. Additionally and also equally important is the environment. Shining Stars School inclusive and warm welcoming environment encourages a place where students feel ready to learn.
Shining Stars School looks forward to working with parents and guardians as the foundation for each student's success. Thank you for entrusting Shining Stars School for your child's learning and development.
Warm Regards,
Rania
Founding Principal
Shining Stars School
Waldorf
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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Villanova College is an independent, Catholic school committed to the Augustinian values of unitas, veritas and caritas - unity, truth and love. Since 1999, the School has prepared young men and women for university, for leadership and life. Villanova educates its students in a caring environment focused on academics, while maintaining a balance between spirituality, arts, athletics and community involvement. Villanova College is a tightly knit family that supports and challenges students in grades 4 to 12, as they become independent critical thinkers so that they may lead with integrity. Challenge, community, care and respect are key characteristics of our school.
Our Therapeutic/Behavioural Approach and methodology focuses on mental health, behavioural change, emotional regulation with embedded academics.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Students are exposed to advanced topics in mathematics to develop the ability to define problems, design investigations to gather data, organize data, draw conclusions and then apply understandings to new and novel situations. Students are exposed to advanced topics in mathematics and use computer programming, simulation, and control devices to explore in a rigorous manner and learn how to systematically and creatively solve problems.
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There are many mathematics activities that do have students using calculators, while there are other tasks/units where calculators are not permitted. It depends on the lesson at hand and the learning goals of the particular lesson.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
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
Not applicable
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
Thematic
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).
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.
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Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
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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
Information not available
Not applicable
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.
Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
With our campus-wide wireless network, Villanova College is committed to developing and integrating technology to cultivate critical thinking skills, nurture creativity and enhance learning. All students use Edsby, a web-based Learning Management System with an integrated platform, to access course material, receive and submit assignments and collaborate with teachers and classmates. Parents are engaged in their child’s academic success and stay well connected and informed with on-line access to calendars, schedules, assignment deadlines and information regarding extra-curricular programs and school events. Students from grades 7 – 12 participate in our wireless Windows-based laptop program, while mobile labs are dedicated to students in grades 4 - 6.\nOur Educational Technology plan continues to emphasize the development of organizational skills, technological literacy, and the use of project based learning. Classrooms are digitally equipped to be interactive and we continue to explore the best educational resources including e-texts, OneNote, and specialized software.
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Web design
Robotics
Computer science
Villanova College has specialist Physical Education educators teaching each grade in the school. Every child in grades 4-9 are required to take physical education as one of their eight courses. In grades 10-12, physical education is an optional course. In all grades, we strive to develop lifelong skills such as sportsmanship, fair play, accountability, the ability to work with others effectively, the ability to lead others in a positive manner, the ability to perform at one\'s best, and the ability to enjoy athletic activities.
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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.
Whole child development inspired by children's preferences and reinforcement that focuses on building cooperation, independence, a love for learning, self-regulation and social-emotional learning.
Standard-enriched
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).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Villanova College students are challenged to discern and develop their interests and strengths with the personal attention and support of a caring faculty who are committed to seeing their students succeed at the post-secondary level and beyond. We provide a rigorous academic program that exceeds Ministry of Education expectations and emphasizes skill development. This educational philosophy gives our students an academic advantage as Villanova graduates consistently gain entrance to their preferred universities and experience success in elite university programs.\n
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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."
Villanova College is an independent, Catholic school committed to the Augustinian values of unitas, veritas and caritas, meaning unity, truth and love. Since 1999, the School has prepared young men and women for university, for leadership and for life. Villanova educates its students in a caring environment focused on academics while maintaining a balance between spirituality, arts, athletics and community involvement.
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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 | |
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Instructional Accommodations -Text to speech software -Hands on learning tools Environmental Accommodations -Alternative Learning Environments/Quiet workspaces -Noise-cancelling headphones or sensory reducing equipment Assessment Accommodations -Oral responses -Extended time to respond
Information not available
This formal information presented by the parent would be crux to ensuring appropriate instructional, environmental and assessment accommodations are put in place.
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
4 - 12
0%
50%
$0
$0
0%
100%
4, 5, 7, 8, 9, 10, 11
JK, SK, K, 1, 2, 3, 4, 5
Dec 01, 2024
Rolling
Not available
Not available
Yes: grades 4 - 11
No
No
No
No
No
Yes: grades 4 - 9
No
Yes: grades 4 - 11
No
No
No
Shining Stars School supports students of all learning styles and needs. Shining Stars School works with students who are curious, inquisitive, creative, have strong passions and are open to growth.
The Admissions team reviews a variety of information to determine the preparedness of each applicant to succeed in the university-preparatory program and co-curricular offerings of the School. Admission to Villanova College is competitive and decisions are based on the following:
Application Process:
1-Book a tour and information session: Shining Stars School asks families interested in enrolling their child in our school to book a school tour. During the tour, the parent will receive information about Shining Stars School mission, programs, approach and fees.
2-Submit the registration form and Service Agreement
3-Submit supporting documents: previous assessments, progress reports, individual service plans, student questionnaires.
4-Intake meeting with family to share student information (personal, health and behavioural information).
5-Intake assessment for student
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