The Vancouver Learning Centre
is the "Village" it takes
to get the very best outcome
for each learner.
The VLC is a Learning Centre, not a school. Click here for clarity.

The VLC is not a school but a Specialist Learning Centre. The VLC delivers a team-based process. A teaching captain is assigned to oversee the program delivery and to be the main contact with the parents who then become an integrated part of the team. Schools can then be involved as appropriate.

In the case of home schooling, the curriculum, homework tasks, testing, and the program to earn credentials and provide oversight to the curriculum is up to the distance education school. This becomes the learner’s school and the VLC will work collaboratively with the school’s contact person and will actively address all IEPs or special needs developed by that school.

Whether the student attends on site at VLC and remains as part of a class or works with a distance education school, the VLC becomes the specialist provider of one to one teaching based on the special needs of the learner in collaboration with the learner’s parents and the contact person assigned by the school.

The Vancouver Learning Centre
is the "Village" it takes
to get the very best outcome
for each learner.
The VLC is a Learning Centre, not a school. See here for clarity.
Dr. Schwartz here...

Parents Advisory

Early Childhood Language Delay in English (Ages 3 to 8)

A child's success in school is heavily reliant on their ability to comprehend classroom instructions and engage in age-appropriate play and learning. As they progress through grades, mastery of foundational skills in reading, spelling, and math becomes increasingly critical, even with one-on-one assistance. By grade four, academic success hinges on language proficiency and basic skills ...

Language development is a natural process for all children, but when delays occur, this can significantly impact intellectual growth and school success. For children aged three, language expectations include the ability to communicate in 2-3 word sentences, follow 2-3 word instructions without repetition (e.g., "Go upstairs, get your blue socks"), and learn new words daily through exposure.

Failure to meet these milestones can lead to serious challenges. Entering kindergarten without age-appropriate language skills puts children with language delays at risk for lifelong consequences, particularly in English and French-speaking contexts in Canada. Potential causes may include genetic or brain-based disorders, hearing impairments (even mild), or limited exposure to English from early caregivers.

A child's success in school is heavily reliant on their ability to comprehend classroom instructions and engage in age-appropriate play and learning. As they progress through grades, mastery of foundational skills in reading, spelling, and math becomes increasingly critical, even with one-on-one assistance. By grade four, academic success hinges on language proficiency and basic skills.

Despite these challenges, the brain’s neuroplasticity allows for progress at any age, especially when underlying causes are identified and addressed (e.g., using hearing aids for hearing impairments). Individualized programs focusing on language development from the outset can mitigate distress and improve communication skills, essential for thriving in a grade four classroom environment.

The VLC has successfully supported children who initially were non-verbal, demonstrating that progress is achievable.

Often, children aged three or older who exhibit language delays also display inappropriate behaviors that hinder learning. To address this, structured Cognitive Behavioral Therapy (CBT) should be implemented as a foundational step to enhance attention skills essential for language acquisition.

Collaboration among VLC, home, and school is crucial in creating a supportive learning structure, as attention is the gateway to all learning. Once attention is secured, targeted lessons can be implemented, with progress measured collaboratively.

At the VLC, our comprehensive programs include:

  • Direct teaching of vocabulary comprehension and usage
  • Vocabulary development focusing on nouns, verbs, and pronouns
  • Introduction of simple words, including names of body parts, colors, numbers, etc.
  • Encouraging sentence formation and response to commands
  • Helping children name themselves and their family members
  • Facilitating the understanding of common objects through storytelling
  • Developing skills in reading comprehension, spelling, writing, and mathematics, along with general knowledge about time, place, and the calendar

The VLC program progresses in phases, and collaboration is particularly valuable once a learner is in a school environment. Tracking language acquisition and adherence to developmental expectations is essential for evaluating progress.

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