851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
210 Wilson Avenue, Toronto, Ontario, M5M 3B1, Canada
0
2014
30
65
3 to 8
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
6 to 10
5 to 12
Learning
Learning, Developmental
Dedicated class; in-class adaptations
$21,000
$10,250 to $19,750
No
No
0%
0%
None
None
$0
$0
5
6
0%
0%
100%
100%
3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades JK - 8
No
No
information not available
information not available
It’s true that not all students learn in the same way, though it's also true that not all schools address the full range of learning within the populations that they serve. TLC was created to offer an option to students who, for a whole range of reasons, weren't finding the kinds of support, teaching, and student experience that they needed to learn best. In that, and much else, this isn’t your average school, which is exactly what makes it, for those who enroll, such a strong offering. The school is small, class sizes are very small, meaning there is pronounced personal attention. There is a focus on gaining a sense of confidence in academic and social abilities, and relationships with peers and instructors, rightly, is seen as the foundation of learning. Robyn Keystone, Head of School, is an Orton-Gillingham practitioner, applying a multi-sensory approach to instruction, and included in that is a desire to work with students to find approaches that work best for them. The staff is exceptionally experienced, empathetic, and work in collaboration with the families that enroll. It’s a unique offering, and for those who attend, an exceptionally welcome one.
View full reportThis is a small school, and it has all the benefits that we associate with small schools, including a high level of engagement within the entire school community across the grades and age levels. Collaborative, hands-on learning is a draw, as is the individualised approach. The academic program is enriched, challenging, yet that’s accompanied by lots of supports, including those for students who arrive with a range of learning differences. The co-curricular offerings are broader than you might expect of a school of this size, including lots of opportunities to develop physical wellness, from yoga to marital arts. The school prides itself on being innovative, forward thinking, though that rightly is conducted with a clear view of what families need from the school, including open lines of communication and before and after care, which is included in the cost of tuition. Fluency with the core curriculum is a primary goal, as it should be, though confidence is too, and students are given ample opportunities to seek new interests, build confidence in social settings, and find their voices. In every way, there's a lot here to love.
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"TLC offers specialized education for learners with ADHD and Dyslexia. We work with kids from grades 3 to 8 who are struggling to achieve their potential within a traditional academic environment. We nurture "out of the box" thinking while developing foundational and essential hard and soft skills that are necessary for navigating the landscape of our future. We specialize in creating a positive, student-centred environment that helps children develop a passion for learning in the classroom and beyond."
"Glen Briar Academy offers personalized programs that are complemented by a deep commitment to socio-emotional and character development. Our teaching practice is tailor-made to fit modern children; their varied learning styles, interests and abilities. With individualized learning at the core of its pedagogy, Glen Briar Academy is a place for the whole child to thrive and grow."
"Our teaching methodology is grounded in the scientifically proven strategies of Orton-Gillingham based education. We offer multisensory learning strategies and active experiences so that students are processing the educational space using their visual, auditory, and kinesthetic/tactile learning pathways. We also offer direct and explicit instruction within the classroom, a student-centred and individualized learning environment, and a basic to complex skill development trajectory."
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"Parents choose TLC School because of our commitment to supporting students in finding their passion for learning, providing a safe and nurturing environment, and our strong parent-school connection and community. We provide a well-rounded education that prepares students for success and ensures their individual needs are met."
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"The school's commitment to fostering a supportive and inclusive environment stands out to parents. They witness firsthand the sense of belonging and camaraderie among students, facilitated by caring educators who prioritize social-emotional development alongside academic achievement. Parents are delighted to see their children thriving in an atmosphere that values empathy, respect, and diversity."
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"One aspect that leaves parents in awe of The Learning Common is the school's dedication to personalized education. Each child is recognized as a unique individual with distinct strengths, interests, and learning styles. Through personalized learning plans and small class sizes, educators tailor instruction to meet the specific needs of each unique learner."
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At The Learning Common, we want to support each student in finding their place and value in their community. Our effective teaching strategies help learners to gain confidence in their academic pathways and nurture creativity, innovation, resilience, collaboration, and empathy. Our small class sizes and teaching expertise results in a comfortable and positive environment for our 'out of the box' thinkers.
Approximately 20% of the mainstream classroom does not learn in the same way as the majority, and this is the demographic we know best. We understand that this type of thinking needs to be nurtured through research based and proven tactics to help each learner flourish and reach their potential.
Welcome,
and congratulations on taking an important first step towards improving your child's journey of learning.
At Glen Briar Academy we understand that picking a school can be difficult, which is why we encourage you to come and visit us, and see why GBA is exactly what you have been looking for. Whether you live near or far, Glen Briar Academy is the ideal place for your child to learn, develop and grow.
Book a school tour for a chance to visit our classrooms, meet our teachers, and see what a difference Glen Briar Academy could make in your child's academic, creative, social and emotional development.
We can't wait to meet you.
Sincerely,
Konstantina Peristeris & Brenda Kastner
Director & Director of Studies
Glen Briar Academy
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.
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50% of The Learning Common’s curriculum focuses on the development of hard skills in Reading and Math as these are essential skills an individual requires to function in today’s world and beyond. Our effective and proven methodology has been a mainstay of our successful business and thus, is a fundamental piece of our school’s curriculum. Literacy and numeracy are fundamental skills that lead to more positive social emotional, employment, and educational outcomes. 50% of The Learning Common’s curriculum is grounded in Scandinavian teaching approaches and focuses on soft skill development in critical thinking, creativity, communication, and collaboration. Our peer-to-peer learning and facilitation techniques work to develop the necessary soft skills for navigating the industries of the future.
Enriched academics become the medium for students to learn to problem-solve, think critically, research, process large amounts of information, and work both individually and in teams. Our curriculum is designed to challenge minds and promote innovative thinking. This ensures that our students not only posses the knowledge they need, but also the skills that will allow them to effectively and confidently share, modify and implement it both in and out of the classroom.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
At The Learning Common, we use multi-sensory teaching methods that effectively help learners to process and retain information. We believe in moving from the basic to complex learning objectives and have students master foundational and fundamental skills in numeracy. We provide opportunities for students to make real world connections and learn about concepts that they will be using outside the classroom. We are proponents of STEAM and STEM education and have dedicated a full day of STEAM and STEM learning each week.
Our Mathematics curriculum provides students with balanced exposure to formal process, open and guided inquiry as well as meaningful hands on practice. Lessons and activities are designed to challenge the mind and apply concepts, thereby creating a continuum of learning that is solid, cohesive and cumulative. At the Intermediate grades, strong focused is placed on seeing math as a language that is a relevant part of every student's life. Geared by a combination of notational work and practical application, students have ample opportunity to explore the purpose of math in the world around them. Group work promotes problem solving and team work skills.
We use JUMP math, and Orton-Gillingham based strategies within our math curriculum.
A variety of texts and supplementary materials are used. Additionally, all our learning spaces are equipped with purposeful manipulatives, varied resources and engaging technology to support our students in their learning.
We do not have a calculator policy. They will be used in circumstances where required and based on needs of the students.
The use of calculators is at the discretion of the teacher.
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.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
Literacy is key to learning, and the primary years at Glen Briar Academy are all about giving the students the tools to access and understand text, whether it be oral, written or media. A daily literacy block with focus on phonemics, comprehension and writing, gives students the tools they need to read, write, infer and retell through a variety of traditional and innovative media.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
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.
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.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
Students are encouraged to develop and reflect on their thinking through writing. A focus on vocabulary and grammar allows students to confidently tackle these tasks, while developing a deep love and understanding of literature, and nurturing a personal voice as an author.
Inquiry
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.
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.
We encourage an equal balance of research and inquiry based learning methods. We are dedicated to STEAM and STEM curriculum and believe the skills and strategies learned within this curriculum is important in the future of our ever-changing job market.
Our Science curriculum puts great emphasis on the benefits of discovery. Through group inquiry, students become key players in the structure and specific content of their scientific study. While tackling subjects of interest and acquiring pertinent skills, students feel engaged and motivated to further expand their knowledge.
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.
Looking at classical forms of literature as a means of creating a historical narrative is important in understanding where we are today. Using a combination of both socially conscious and progressive literature with the traditional texts help to create a well-rounded impression of literature's timeline and impact on society.
Our literature program focuses on the in depth analysis and manipulation of text and literary features. Our students are exposed to and are encouraged to study pieces of literature from a wide variety of cultures and time periods. The focus is not placed only on retelling, summarizing, reflecting and inferring the information from the text read, but also on exploring contemporary issues and the ways in which they affect and influence us and the people around us. Additionally, through literature, students are provided with the tools needed to develop an informed view and opinion, to identify biases and influences, and to evaluate the reliability of the information provided.
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
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The 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.
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
Through our social studies program, students are exposed to the wider world around them, teaching them to appreciate, compare and relate to the varied cultures that stand past their immediate environments and time. Students are encouraged to reflect on, manipulate and apply their knowledge to create presentations and media works that elaborate on these topics.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
At the Intermediate level, Social Studies includes the exploration of Geography and History. These subjects are taught in a way that promotes student reflection and relevant application of concepts and theories, allowing students to become productive citizens and meaningful participants in the local and global community.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
Our Foreign Language Program focuses on fostering and developing a love of the both the particular language and culture, as well as an understanding of the way it can fit into our lives as Canadian citizens. Our curriculum focuses on language acquisition, communication, proficiency, and our classes our taught by certified and experienced teachers who provide scaffolded instruction at all stages of the language acquisition process. Our program provides individualized support across the curriculum, allowing student interest and compentency to flourish while developing critical communication skills. This individualized support includes teachers identifying effective learning/teaching approaches for each child, targeting individualized intelligences, and customizing tasks accordingly.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
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.
We do not offer any specific courses in fine arts, however, the arts are woven throughout our curriculum and included in every unit of focus. Students will have access to teachings in dance, drama, music, visual arts, and design.
Recognizing that many students better learn, explore and represent their thoughts and ideas through artistic expression, our cross curricular approach allows this discipline to be incorporated into all subject areas, thereby developing skills of interpretation and presentation within a variety of contexts.
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.
We believe that students need to be able to navigate the language of the computer both effectively and proficiently. This means reading, comprehension, and research skill development. Our students need to understand where information is coming from, why it's being made accessible, and how it can be used for their futures. Technical skills in computers and a virtual platform are fundamental to a young person's future.
Digital literacy is an important element of our program, as it is a necessary skill for all students in order to be prepared for the future. The use of computers and technology are seamlessly integrated into our lessons and activities, without being the focus of our lessons. They provide an aid, but not a replacement, in teaching the fundamental skills needed for students to be successful. Furthermore, students are taught the value of the use of technology as well as as understanding of the drawbacks it has on our daily lives.
Web design
Robotics
Computer science
Each day students have 2, 30 minute sessions of what we call motion learning. This includes walking, hiking, skipping, dancing, yoga, and exercise. Students retain 20% more information when they do some sort of physical activity before embarking on their learning. We have one session of motion learning in the morning and then again in the afternoon.
Our Physical Education program enables students to develop an appreciation of participating in a healthy and active lifestyle. Collaborative and individual tasks promote confidence and participation skills, not only in this subject area, but across the curriculum.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our Kindergarten program offers a world of wonder and learning through hands on play, discovery and guided experimentation. The Kindergarten curriculum at Glen Briar Academy was created with the specific aim of providing children with a balanced environment that is both nurturing and challenging. Inquiry and play-based learning guides students through units that integrate and explore all curricular areas in a meaningful, relevant and dynamic way .
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.
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.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our academic culture is student-centred. We teach learners the hard and soft skills necessary for navigating a future of life-long learning where they will have to create their own value in the world. As educators, we inspire ideas and nurture creativity and innovation, however, we want students to gain autonomy over their educational experience and journey.
Enriched academics become the medium for students to learn to problem-solve, think critically, research, process large amounts of information, and work both individually and in teams. Our small class sizes are set to provide more individualized attention, allowing our teachers to meet the needs of a diverse range of learning styles, including those who might be struggling, as well as students who are exceptional learners and need a greater challenge in the classroom.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At the core of our ethos is the student and his/her development as a whole person. We strive to create individuals who are, and will always be: capable learners, confident participants, successful contributors as well as aware and responsible citizens.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We specialize in providing effective remedial education for learners with exceptionalities such as Dyslexia, Aspergers, and ADHD/ADD. Our teachers are equipped with the strategies and approaches of Orton-Gillingham and understand how to create a positive and comfortable educational environment for students who are struggling with learning disabilities.
Information not available
CompetitiveComp. |
RecreationalRec. |
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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
100%
100%
3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades JK - 8
No
No
No
No
No
Yes: grades 2 - 8
No
No
No
No
We work with all types of learners, but we specialize in providing education for unique learners or those with exceptionalities. We are able to teach the skills necessary for navigating a world which will require a skilled labour market and life-long learning. Many of our students are out-of-the-box thinkers are creative, innovative, and don't fit the mold of the mainstream classroom.
We are happy to welcome all new families to our own, and we look forward to changing, growing and developing to accommodate them and their changing needs.
Glen Briar Academy is devoted to the academic and social development of our youth. Our school administration and staff work closely with parents/guardians to ensure that their child is immersed in an appropriate and stimulating learning environment.
Following the submission of an application package, our admissions department will contact you to set up a suitable time to schedule a visit of our school premises, a tour and an assessment. These will be completed over the span of a morning or an afternoon, allowing parents and students to enjoy and experience Glen Briar Academy’s learning environment.
Applications are free of cost, and filed at no commitment for enrollment.
Junior Kindergarten/Senior Kindergarten and Grade 1 applicants will meet with the head of our primary department, receive a tour of the school building, and go through a brief informal assessment, focusing primarily on basic literacy, numeracy and social skills.
Grade 2 to 8 applicants will meet with the Director of Studies, receive a tour of the school building, and go through a brief formal assessment, focusing primarily on literacy, numeracy and social skills.
Students will be assessed at their current grade level, with consideration for their applicable enrollment year. The purpose of the assessment is not to distinguish using capacity or ability levels, but to start creating a student portfolio that will allow Glen Briar Academy’s educational team to tailor the learning environment and program to suit the needs, goals and strengths of each student.
Applicants will be contacted within 5 business days with notification of enrollment. At this time, parents will be forwarded further application materials and requirements.