Building Foundations: Benji and Giulietta’s Journey at Montessori Jewish Day School

Benji and Giulietta attended Montessori Jewish Day School (MJDS) in North York, Ontario, until age 16. Their educational journey was supported by dedicated 1:1 care educators who were instrumental in their development within the school system. This personalized arrangement provided complete oversight of their programming, establishing MJDS as a strong foundation for both academic learning and social development.

Inclusive Learning Environment

MJDS’s educational model set a powerful precedent for inclusive learning environments by seamlessly integrating cultural, experiential, and collaborative approaches to education. The school’s emphasis on peer-to-peer learning and hands-on activities fostered an environment where students could learn from each other’s perspectives and experiences while developing practical skills through direct engagement. At MJDS, Benji and Giulietta experienced a rich, integrated curriculum that included:

• Celebration of Jewish holidays and traditions

• Class trips to Montreal, Ottawa, and Haliburton

• Peer-to-peer learning opportunities

• Hands-on educational activities

• Integrated and inclusive physical education programs

The school’s commitment to inclusivity was evident in its culture, where adaptations for participation were not just accommodated but embraced. This approach was actively modelled by staff, creating an environment where diversity was celebrated and supported. Benji and Giulietta were equal and valued members of the school community and continue to maintain friendships that were fostered from a young age.

The Power of Collaborative Learning

The Montessori approach highlights the power of natural collaboration and peer-supported learning, with hands-on experiences at the core. Benji and Giulietta engaged with peers across both academic and physical activities, forming meaningful connections.

A key strength of the program was its structured yet organic approach to peer engagement. Students were encouraged to help set specific learning goals alongside Benji and Giulietta and think critically about how to support them effectively. This approach fostered empathy and problem-solving, not just for Benji and Giulietta, but for the entire class.

Through this collaboration, peers actively contributed to a more inclusive, supportive learning community where everyone played a role in shared successes. The hands-on learning model made it more engaging, helping peers participate in supporting Benji and Giulietta while enjoying the process.

A Personalized Path Within a Mainstream Setting

Although Benji and Giulietta were part of a mainstream classroom, their learning experience was entirely individualized. Their dedicated support workers led their daily programming, tailoring each activity to their specific goals and developmental needs. While they did not follow the same curriculum as their peers, MJDS provided a welcoming environment that served as their home base, a place for social connection, routine, and a sense of belonging within the school community.

This approach allowed them to benefit from the best of both worlds: personalized instruction that met them where they were, alongside the social exposure and community integration that helped them grow in confidence and connection.

Inclusive Learning in Action:

How Peers Supported Benji and Giulietta’s Growth

At MJDS, students played an active and genuine role in supporting Benji and Giulietta’s learning through hands-on, everyday experiences. Together, they helped shape goals that reflected what truly interested Benji and Giulietta, working side by side in activities that made learning feel natural. Classmates kept journals to celebrate small moments of progress, like when Giulietta recognized a new word, and reflected on new ways to offer support when challenges came up. This thoughtful collaboration nurtured empathy and confidence in everyone involved.

Giulietta’s Learning Style

Giulietta thrived when doing structured, hands-on learning activities that aligned with her love for phonics, letters, and sight words. She loved reading books and sit-down work. By exploring letters, sorting items by their beginning sounds, or blending sounds through fun, interactive games, she was able to build her skills and confidence across all areas of learning.

Learning in the gym!

Benji’s Learning Style

Benji’s learning grew when it was connected to his personal interests and active engagement. He loved exploring topics like money, cleaning, and daily routines. Benji gained the most from activities that involved being with friends or moving his body.

Classmates and teachers supported him through practical, real-world tasks, whether it was helping in the classroom, in the kitchen, or participating in gym activities. This interest-driven approach allowed him to learn in ways that were both meaningful and enjoyable.

At MJDS, inclusion extends beyond the classroom and into the gym, where Benji and Giulietta have the chance to participate fully in physical activities and sports. Their classmates played a big role in supporting them, helping them engage in the games and exercises we created together. Whether it was structured sports, fun movement games, or team challenges, this support allowed Benji and Giulietta to build confidence while enjoying shared experiences with their peers.