455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
Indirect Support:
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
1978
1997
295
65
Nursery/Toddler to 8
1 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
15 to 20
6 to 12
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated gifted school
$17,500 to $17,700
$16,000 to $18,000
No
No
0%
0%
None
None
$0
$0
23
5
0%
0%
80%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 1 - 12
No
No
information not available
information not available
Founded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
View full reportNot all children learn in the same way, and that’s been a guiding principle behind the Astolot Educational Centre since Jennifer Cowan founded it in 1998. Classes are small, and instruction is student-oriented, beginning with the talents, interests, and perspectives that the children bring with them into the classroom and starting from there. Learning is cooperative, with faculty and students working together to tailor delivery to best meet their individual learning styles. It’s not the typical approach, which is precisely why families turn to Astolot. In addition to reaching student potentials, the program encourages learner responsibility while growing the students’ awareness of how they learn best. While there are a range of student supports, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group.
View full reportinformation not available
"My child was given the freedom to accelerate his learning where he was capable of doing so, and given support in those areas (e.g. social skills) where he needed it."
Anne Marie Laurin - Parent (May 24, 2019)
Our son started at Astolot in grade 2 and is graduating this year. As a person with dual exceptional...
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"Astolot excels in supporting each student to achieve the most positive outcome."
Raewyn Khosla - Parent (Mar 01, 2022)
Our son had an excellent experience at Astolot. Previous to starting the school in Grade 6 he had at...
View full review
"Delivering accredited Toddler and Montessori programs endorsed by CCMA, coupled with an accelerated Elementary program spanning Grade 1 to 8, our focus is on nurturing qualities like independence, creativity, collaboration, intrinsic motivation, and leadership. At Wishing Well Schools, students not only flourish in a supportive setting but also cultivate a sincere passion for learning. Upon completing their education, they carry with them the self-assurance to excel in academically demanding settings."
"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider Dyslexia requirements, have small groups, ADHD strategies, as well as programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"Wishing Well Schools distinguishes itself through a holistic learning environment, comprehensive Grade 1 to 8 programs, integration of 21st-century skills, and a focus on character and leadership development. With a 45-year legacy, we offer a trusted and time-tested education that prepares graduates not only academically but also with the resilience, adaptability, and leadership qualities for success in the evolving world."
"Education programs are developed with the parent, child and teaching staff. Small class sizes and experienced, dedicated staff allow for proper implementation. Students and teachers have a role in directing learning. Students have input into how they learn as they become more aware of their own learning style. The method of teaching and learning varies; a student may learn paragraphs in a 'step by step' method, through computer editing, or holistically while researching a science topic."
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"Families opt for Wishing Well Schools due to its advanced academic programs spanning Grade 1 to 8, coupled with a 45-year legacy of excellence. The institution's commitment to character and leadership development, along with an emphasis on collaboration and project-based learning, resonates with parents seeking a comprehensive and forward-thinking educational environment. Wishing Well's dedication to academic advancement solidifies its position as the preferred choice for families."
"Cooperative learning is not a typical approach, this is precisely why families turn to Astolot. In addition to students reaching their potential, they are encouraged to take responsibility for their learning, whilst also developing their personal awareness of how they learn best. While the school offers a range of student support strategies, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group."
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"Families at Wishing Well Schools often witness the vibrant and collaborative community, but one aspect that may not be accorded sufficient significance is the Quiet Waters Outdoor Education. The serene outdoor setting serves as a unique extension of the learning environment. Families may not fully grasp the transformative impact of outdoor education on their child's holistic development, including enhanced creativity, resilience, and a deeper connection with nature. Emphasizing the significance"
"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider all student needs, including programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"At Wishing Well Schools, families discover a strong community, individualized attention, innovative teaching methods, emphasis on emotional intelligence, a global perspective, opportunities for parental involvement, and a focus on lifelong learning. These unexpected aspects contribute to an enriching educational experience, surpassing initial expectations."
"Grade 1 to 6 classes are formed with student learning style and academic needs as the priority. Therefore, the classes are multi-grade level allowing for students to learn at an appropriate level. Grade 7 and 8 are important years, preparing them for the academic demands of high school. Grade 9 to 12 follow the Ontario Curriculum, earning credits towards the OSSD, granted by the Ministry of Education."
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At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
Welcome to Astolot!
We are a small, not-for-profit, Ministry Inspected private school serving grades 1 to 12. We believe that structured, individual learning, allows students to reach their full potential. Students who are considered gifted have the opportunity to excel and be challenged, while additionally students are accommodated or offered alternative programming to meet their learning needs. Our classroom ratio is small, on average 1 teacher to 10 students, and we emphasize life skills in all aspects in school.
Founder Jennifer Cowan
Traditional
Information not available
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.
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.
Not applicable
Wishing Well Schools delivers the Montessori curriculum from Toddler to age 6 and an enriched academic program following the Ontario Curriculum from Grades 1 to 8. We believe in teaching the skills of critical thinking, with a 21st century approach to teaching and learning.
Ontario Curriculum requirements will be met by accommodating for visual, auditory and kinesthetic leaning. Students working on the same topic may approach the curriculum or completion on their product (essay/power-point/oral presentation) with their learning style in mind. Involvement of students and parents is essential to establishing curriculum delivery for students.
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.
We use a variety of tools to help solidify math concepts and ensure automaticity and understanding of deeper mathematical problems. From Grades 4 to 8 we have specialized math teachers for all students. Included in our Math curriculum are our STEAM lessons where students are presented with problems using the engineering design process to solve. Coding is taught from Grade 1 to 6, with more intensive Computer Science taught in Grade 7/8.
Grades 1-8 math is structured with the Jump Math books. Each student gets two workbooks per grade, and once the booklets are complete they can advance into upper-level booklets. The teacher provides direct instruction to the class, then works individually with the students at the level they are at. Each class has approximately 10 students.
Nelson Math, Jump Math, iPads and various resources created by teachers.
Jump Math Books are used for elementary grades. Nelson Secondary Mathematic books are used for high school math.
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
Calculators are allowed during certain math problems. Graphing calculators are used in high school grades.
Balanced Literacy
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.
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.
Our students learn to read during their Montessori years (age 3 to 6) in preparation for the advanced academic program in Grade 1.
Both Phonics and whole language instruction are focused on for Literacy. 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. Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Wilson Reading Program is used to assess reading level.
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.
Writing is carefully planned and focuses on developing technical writing skills as well as creative expression. Varied lessons focus on essay writing, media literacy, film analysis, poetry and song writing, creative writing in a variety of narrative formats, and non-fiction writing (such as writing blogs, websites, speeches, biographies, etc.). We have specialist Language Arts teachers from Grades 4 to 8.
There is an equal balance between systematic writing approach and process writing 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 process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Science is taught using varied materials and approaches in an inquiry based setting (such as in our STEAM lessons) as well as a traditional setting. Project Based Learning is emphasized and students are expected to test their hypothesis using the scientific method. Specialist Science teachers teach students from Grades 4 to 8.
We offer an equal balance between inquiry scientific approach and expository science approach. Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions. Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it.
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.
We begin teaching literature from Grade 1 with careful selection of challenging classic novels and shorts stories, as well as modern, award winning literature. Shakespeare is taught from Grade 6 to 8. Our curriculum focuses on appreciation of literature, with the deconstruction and analysis of both contemporary and classic novels and poems.
There is an equal balance of traditional literature and social justice inspired literature. 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. 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. 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.
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).
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).
We teach Social Studies following the Ontario Curriculum and expand upon our curriculum by including an in-depth investigation of world events and their social/historical context. We have specialist Social Studies teachers from Grades 4 to 8.
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).
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.
Humanities and Social Sciences are taught following the Ontario Curriculum while also supplementing the curriculum with resources that investigate current events and globalization. Project Based learning and deeper investigation is used to further explore the issues that effect the world, lending students an understanding of their place within it.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is taught from age 3 to Grade 8. Our French teachers are classically trained and speak European French, providing students with the diction and fluency required in advanced courses of language in Secondary School and University. Our students are confident, fluent speakers and enter Grade 9 far ahead of their peers.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We believe that the arts are as important as Language and Math and lend students the ability to become truly well rounded individuals. The ability to perform with confidence, analyze artistic pieces fluently and create art and media with freedom of expression are all embedded within our curriculum.
We believe in expressive art. Creativity is inherently subjective. Our goal is to create an open and non-judgemental environment for students to experiment, innovate, and find the artist within.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
For high school classes, students are required to have a computer to type assignments. However, hand writing is an option for some students and for certain assignments. Students are allowed their assistive technology whenever it applies.
Web design
Robotics
Computer science
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Physical education takes place in the neighbourhood park and at outdoor education centres. Elementary students get an hour outside each day. High School students get an hour break with the option and encouragement to go outside. During spring and fall, all students are outside most days. Physical Education classes follow curriculum, and go beyond the curriculum to focus on team building and cooperation.
Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Our focus is to provide students with a stimulating and academically challenging education that is deeply committed to the Montessori principles, so that they may reach their full potential with integrity and trust.
Information not available
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.
Gifted students have the opportunity to be placed in a higher grade level for subjects they excel in.
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.
Our rigorous academic environment is further enhanced with a balanced, well planned curriculum, specialist teachers for Language, Math, Science and Social Studies and a firm foundation from the Montessori curriculum we offer. We expect our students to strive for excellence.
Astolot has a “supportive” academic culture focusing on developing student learning strategies and self-advocacy. Academic performance is a welcomed benefit of our focus. Astolot students proceed to post secondary with the necessary skills to be successful. We have a supportive academic culture to turn students from frustrated to engaged learners. Astolot is focused on instilling a love of learning and life-long curiosity.
"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."
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."
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.
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
At Astolot, we believe that the basic needs (security, trust, health) need to be addressed before academic success can be obtained. Our goal is to increase student's intellectual level, through addressing their emotional and social needs. We want our students to be academically strong, creative, critical thinkers with the learning skills required for success beyond high school. We also want our students to be emotionally intelligent and confident, capable of learning both about themselves and others.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Astolot provides space for specialists to work with students to receive support for dyslexia, occupational therapy, social skills development and speech-language therapy.
Every child is unique and their strengths and skills should be determined on an individual basis.
Astolot has the ability to support students with mild disabilities, but not severe disabilities since we do not modify curriculum. Extra support is offered to students struggling to access the curriculum or demonstrate their learning. Our small classroom sizes allows teachers to provide specific attention to students with a learning challenge.
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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
0%
0%
$0
$0
80%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 1 - 12
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 1 - 8
No
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
Astolot attracts students who find large classrooms frustrating due to sensory overload, lack of time with the teacher or require individualized programing.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.
Step 1 - Parent interview with Administration
Step 2 - Shadow Day
Step 3 - Review of relevant reports
Step 4 - Parent School Conversation
