Clanmore Montessori School

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Gallery showcasing specific locations and facilities found at Clanmore Montessori School.

• Curriculum Montessori
  [Show definition of Curriculum]

  Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

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  Curriculum approach at Clanmore : Montessori

  Clanmore has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).

  [Show: About Montessori?]

  Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.

  Curriculum at schools on OurKids.net

    Montessori - 13%
    Traditional - 44%
    Liberal arts - 15%
    Progressive - 27%
    Reggio Emilia - 0%
    Waldorf - 1%
  

  What Clanmore says: Clanmore's programming is based on the philosophy of Maria Montessori, who advocated for an approach to children consistent with their natural development and their fundamental desire to learn. It is our mission to offer individual attention to the development of the whole child, always with respect for the rights, dignity and integrity of each. The program, classrooms and experiences are carefully prepared in accordance with the specific needs emerging at each stage of human development. Independence and freedom of choice, within the boundaries of developmentally appropriate activities, foster intellectual, social and physical growth, along with the emergence of self-esteem, personal dignity and mutual respect. The children become confident learners, channelling curiosity into exploration and experimentation.

  Montessori offered:

  Program	offered
  Montessori toddler
  Casa
  Elementary
  Middle School
  High School

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics Equal Balance
    Mathematics approach at Clanmore : Equal Balance

    Clanmore has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net

      Equal balance - 67%
      Traditional math - 28%
      Discovery math - 5%
    

    What Clanmore says: The Montessori math curriculum moves from concrete to abstract, from experiential to formula.

    Textbooks and supplementary materials: Montessori has a comprehensive set of purposefully designed math materials commencing at the Casa (preschool) level.

    Calculator policy: Calculators are seen as tools which can be used at the discretion of the teaching staff, provided such use does not allow students to bypass understanding of the concept(s) being explored. (middle school) Occasional use is at the discretion of the teacher or based on individual need. (upper elementary)

  • Early Reading Phonics-intensive
    Early Reading approach at Clanmore : Phonics-intensive

    Clanmore has a Phonics-intensive approach to Early Reading (as opposed to Whole Language , Balanced Literacy approach).

    [Show: About Phonics-intensive?]

    Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.

    Early Reading at schools on OurKids.net

      Phonics-intensive - 43%
      Whole language - 2%
      Balanced literacy - 55%
    

    What Clanmore says: A continuum approach moving from sound awareness, phonetic sound symbol association, reading of phonetic words, introduction of constant blends (phonograms) and words which contain them, irregular word introduction, supported by lots of reading practice.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What Clanmore says: This information is not currently available.

  • Writing Process approach
    Writing approach at Clanmore : Process approach

    Clanmore has a Process approach approach to Writing (as opposed to Systematic approach , Equal balance approach).

    [Show: About Process approach?]

    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.

    Writing at schools on OurKids.net

      Process approach - 11%
      Systematic approach - 9%
      Equal balance - 80%
    

    What Clanmore says: There is a focus on the development of the mind and the development of the hand simultaneously. Fine motor control is developed, and sandpaper cursive letters are traced with the fingers. Progression then follows from chalkboards to paper. Children are encouraged to write content which is meaningful to them, and grammatical concepts are initially introduced and developed in a concrete, hands-on format resulting in an abstract understanding.

  • Science Inquiry
    Science approach at Clanmore : Inquiry

    Clanmore has an Inquiry approach to Science (as opposed to Expository , Equal Balance approach).

    [Show: About Inquiry?]

    Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.

    Science at schools on OurKids.net

      Inquiry - 26%
      Expository - 5%
      Equal balance - 69%
    

    Teaching approach: As with most of our subject areas, our approach to science is rooted in experiential, hands-on opportunities, many of which are cross-disciplinary. At the preschool level biology, zoology and botany are covered, while the elementary programs add opportunities for the study of chemistry, weather science, anatomy and life science, among others. Middle school students might study bacteria for example, as part of the process of canning produce that they have grown themselves for sale in the small business they run (cross-disciplinary, science and micro-economy).

    Treatment of evolution:

    Subject	offered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature Equal Balance
    Literature approach at Clanmore : Equal Balance

    Clanmore has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net

      Equal balance - 74%
      Traditional - 22%
      Social justice - 4%
    

    What Clanmore says: The seeds of a love of literature are planted by exposure to a wide variety of all literary genres. Shared enquiry is a component of the curriculum encompassing interpretative reading and Socratic seminar.

  • Social Studies Core Knowledge
    Social Studies approach at Clanmore : Core Knowledge

    Clanmore has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities , Thematic approach).

    [Show: About 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).

    Social Studies at schools on OurKids.net

      Core knowledge - 44%
      Expanding communities - 25%
      Thematic - 31%
    

    What Clanmore says: Clanmore adopts an methodology whereby all subjects are approached in an inter-related manner, for example math would also encompass history (the history of numbers, the importance of math to early civilizations etc.)

  • Humanities and Social Sciences Equal Balance
    Humanities and Social Sciences approach at Clanmore : Equal Balance

    Clanmore has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).

    [Show: About Equal Balance?]

    These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

    Humanities and Social Sciences at schools on OurKids.net

      Equal balance - 82%
      Perennialism - 9%
      Pragmatism - 9%
    

    What Clanmore says: Humanities encompasses the study of subjects that help define what it means to be human. Subjects like geography, history, politics, economics and current events are taught in an integrated and project-based manner to give students the story of humans from hunter-gatherer societies to modern times. They are taught in a two-year cycle with Cycle 1 focusing on global ideas and Cycle 2 focusing on the story of Canada.

  • Foreign Languages Equal Balance
    Foreign Languages approach at Clanmore : Equal Balance

    Clanmore has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).

    [Show: About Equal Balance?]

    These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

    Foreign Languages at schools on OurKids.net

      Equal balance - 62%
      Audio-lingual - 2%
      Communicative - 36%
    

    What Clanmore says: We use the AIM method of French instruction. Gestures, stories and music are used. The expansion of vocabulary and development of grammar concepts are supported within the safe and predictable context of a story that becomes deeply embedded in the students' minds. Through story-telling and drama, students learn words and phrases which enable them to engage in authentic discourse.

  • Fine Arts Creative
    Fine Arts approach at Clanmore : Creative

    Clanmore has a Creative approach to Fine Arts (as opposed to Receptive , Equal Balance approach).

    [Show: About Creative?]

    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.

    Fine Arts at schools on OurKids.net

      Creative - 40%
      Receptive - 1%
      Equal balance - 59%
    

    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What Clanmore says: Development of understanding that almost any material can be an art medium. Familiarity with various artists past and present. Still life, portraiture, and abstract drawing; collage, print-making, sculpture, textiles and crafts. The development of art techniques and introduction to design elements (colour, line, shape, form, space and texture). Concentration on the principles of art/design: space, rhythm, balance, variety, emphasis, repetition and unity. Using the Musikgarten program to enhance the Montessori music program, the children are presented with and develop the 5 basic components of music education: movement, listening, vocal work, playing of instruments and notation.

  • Computers and Technology Light integration
    Computers and Technology approach at Clanmore : Light integration

    Clanmore has a Light integration approach to Computers and Technology (as opposed to Heavy integration , Medium integration approach).

    [Show: About Light integration?]

    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.

    Computers and Technology at schools on OurKids.net

      Light integration - 21%
      Heavy integration - 31%
      Medium integration - 48%
    

    What Clanmore says: The use of technology appears in the Upper Elementary curriculum and continues into Middle School as students are introduced to the use of computers as tools to enhance their work. Focus on keyboarding, word processing, network, internet and safety precautions.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

    What Clanmore says: The goals of the physical education program are to enhance physical growth and development, to develop physical skills and to nurture confidence in the child's own abilities and interactions with others. In order to achieve these goals, emphasis is placed on safety, fairness, rules and proper sporting behaviour. Physical education activities are always geared towards specific skills development and are age appropriate. Areas include physical fitness, health, movement and collaborative sport/games.

  • Sex and health education Not Ontario curriculum
    Sex and health education approach at Clanmore : Not Ontario curriculum

    Clanmore has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).

    [Show: About Not Ontario curriculum?]

    The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

    Sex and health education at schools on OurKids.net

      Does not follow prrovincial curriculum - 46%
      Follows provincial curriculum - 54%
    

    Approach to sex and health education:

    Clanmore has a approach Mostly value-neutral (as opposed to Fairly value-based approach).

    [Show: About Mostly value-neutral?]

    By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

    Clanmore 's approach to sex-ed: The Upper Elementary children (grades 4-6) are introduced to issues surrounding puberty. Middle School students cover sex education under the guidance of a healthcare professional. In all instances, the topics covered are age appropriate and parents are informed of the timing and content of such instruction.

  
  

  Jump to:

  • Mathematics

  • Early Reading

  • Writing

  • Science

  • Literature

  • Social Studies

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Sex and health education
• Montessori Approach Moderately orthodox
  School Policies

  	Toddler	Primary	Lower Elementary	Upper Elementary	Middle
  Age groupings How children are grouped by age for each class.'	1.5 to 3	3 to 6	6 to 9	9 to 12	12 to 14
  Uninterrupted work periods The longest uninterrupted work period for each class.'	2 hours	3 hours	3 hours	3 hours	3 hours
  Tests and assignments How often students are given tests or assignments in each class.'	Never (Orthodox)	Never (Orthodox)	Never (Orthodox)	Never (Orthodox)	Occasionally (Moderate Orthodox)
  Graded work How often students have their work graded in each class.'	Never (Orthodox)	Never (Orthodox)	Never (Orthodox)	Never (Orthodox)	Semi-regularly (Moderately Non-Orthodox)
  Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.'	–	–	–	–	–

  Classroom Practices:

  • Whole-class lectures Orthodox
    Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

  • Special education Moderately orthodox
    Orthodox

    External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    Moderately orthodox

    External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    Moderately non-orthodox

    External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    Non-orthodox

    External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

  • Specialist classes Moderately non-orthodox
    Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

  • Modern-day technology Moderately orthodox
    Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

  
  

  Overall approach : Which option best describes your overall curricular approach?

  Orthodox

  35% of schools

  Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

  Moderately Orthodox

  46% of schools

  Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

  Moderately Non-Orthodox

  13% of schools

  Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

  Non-orthodox

  6% of schools

  Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

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  Teaching Assistants:

  This school doesn't use teaching assistants.
• Preschool/K Curriculum Montessori
  [Show definition of Preschool/K Curriculum]

  Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

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  Preschool/K Curriculum approach at Clanmore : Montessori

  Clanmore has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).

  [Show: About Montessori?]

  Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
  
  If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

  Preschool/K Curriculum at schools on OurKids.net

    Montessori - 30%
    Play-based - 20%
    Waldorf - 2%
    Reggio emilia - 6%
    Academic - 42%
  

  What Clanmore says: At Clanmore you will find in our Preschool (Toddler and Casa enironments): -responsive programming -purposeful activity -positive encouragement -intellectual, social, physical and emotional development -a sense of belonging

• Curriculum Pace Student-paced
  [Show definition of Curriculum Pace]

  This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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  Curriculum Pace approach at Clanmore : Student-paced

  Clanmore has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

  [Show: About Student-paced?]

  The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

  Curriculum Pace at schools on OurKids.net

    Student-paced - 27%
    Standard-enriched - 58%
    Accelerated - 15%
  

  What Clanmore says: Each child is introduced to exercises and concepts based on his/her individual level of ability and at a pace that best suits his/her needs.

  Flexible pacing style

  Flexible pacing style	offered
  Subject-streaming (tracking)
  Multi-age classrooms as standard
  Ability-grouping (in-class) as common
  Frequent use of cyber-learning (at-their-own-pace)
  Regular guided independent study opportunities
  Differentiated assessment

  What Clanmore says about flexible pacing: Montessori classrooms by definition use flexible pacing. The multi-year age mix in each environment helps to ensure that each student moves at his/her own pace in each area of development. Content is interest driven, but each child is exposed to basic underlying concepts inherent in the exercises and materials.

• Academic Culture Supportive
  [Show definition of Academic Culture]

  Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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  Academic Culture approach at Clanmore : Supportive

  Clanmore has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

  [Show: About Supportive?]

  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.

  Academic Culture at schools on OurKids.net

    Supportive - 52%
    Rigorous - 48%
  

  What Clanmore says: The expectation is that each student work to his/her full potential. Academic performance should reflect student capabilities as a consequence of internal and intrinsic motivation. Clear standards and expectations are outlined for students generally and may be adapted to suit the needs of individual students.

• Developmental priorities Balanced
  [Show definition of Developmental priorities]

  Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

  ---

  Primary Developmental Priority: Balanced

  "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

  What Clanmore says: We aim to support the developing child to work to his/her full potential, whatever that potential may be. More generally, we encourage our students to develop social awareness and community responsiveness.

• Special needs support
  [Show definition of Special needs support]

  Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

  ---

  What Clanmore says about their special need support: After careful observation, a psycho-education assessment may be suggested and a personal education plan is implemented based on the recommendations in the assessment. Students' strengths, challenges and learning style are addressed. For applicants with diagnosed difficulties, the nature of the learning disability as it applies to the particular student will indicate if our program can meet that student's needs.

  Academic Support:

  Subject Type	offered
  Learning strategy and study counselling; habit formation
  Extra support and minor accommodations for children experiencing subclinical difficulties

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

  ---

  Summary: We do not offer remedial/therapeutic support. Students are not withdrawn from the the classroom environments, however teaching staff is offered informal support and guidance to be able to implement the accommodations and modifications as outlined in any personal education plan. For a few students, a resource teacher works within the classroom to deliver one on one instruction on a limited schedule.

  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • 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.

    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.

  Read our guide to special needs schools and special education

• Gifted learner support In-class adaptations
  [Show definition of Gifted learner support]

  Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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  Dedicated gifted programs:

  Program	offered
  Full-time gifted program (parallel to rest of school)
  Part-time gifted program (pull-out; parallel to rest of class)

  Curriculum delivery: This information is not currently available.

  In-class adaptations:

  Program	offered
  Custom subject enrichment (special arrangement)
  Custom curriculum compacting (special arrangement)
  Guided independent study (custom gifted arrangement)
  Cyber-learning opportunities (custom gifted arrangement)
  Formalized peer coaching opportunities (specifically for gifted learners to coach others)
  Custom subject acceleration (special arrangement)
  Career exploration (custom gifted arrangement)
  Project-based learning (custom gifted arrangement)
  Mentorships (custom gifted arrangement)

  What Clanmore says: Gifted students are welcome to advance at their own pace and individualized support is provided based on interests and need. Multi-age learning environments allow for accelerated pacing to be easily accommodated and customized to the particular needs of each student.

• Language English
  Clanmore offers English as the primary language of instruction.

  Language of enrollment include: English
• Homework Policy
  [Show definition of Homework Policy]

  Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

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  In grade Gr. 8, Clanmore students perform an average of 45 mins of homework per night.

  Nightly Homework

  	NS	PS	JK	SK	1	2	3	4	5	6	7	8
  Clanmore	0 mins	0 mins	0 mins	0 mins	0 mins	0 mins	0 mins	0 mins	0 mins	0 mins	45 mins	45 mins
  Site Average	0 mins	2 mins	6 mins	7 mins	15 mins	17 mins	22 mins	29 mins	34 mins	40 mins	52 mins	56 mins

  What Clanmore says about their flipped classroom policy: This information is not currently available.

• Report Card Policy
  [Show definition of Report Card Policy]

  While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

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  How assessments are delivered across the grades:

  Prose (narrative)-based feedback	Gr. 1 to Gr. 8
  Parent-teacher meetings	Preschool to Gr. 8

Clanmore Montessori School sprang from a dream, a vision, a desire for a wonderful learning environment for children. In 1997 we opened our doors, and have since grown to a full spectrum Montessori school meeting the needs of children from toddler through to the middle school years. I am tremendously proud of our knowledgeable and wonderfully gifted teachers and the work that all the staff does to maintain Clanmore's highly personal and welcoming atmosphere. Over the years we have found that this unique atmosphere unites our families resulting in our whole community supporting the children as they grow to realize their potential. A potential which is astounding when it is left to freely develop.

Clanmore, which means big family in Gaelic, is a truly unique place. I welcome you to visit any time to see for yourself.