At the Vancouver Learning Centre, we are equipped to serve students with many kinds of learning needs. Each of the eleven cohorts below describes a type of learner served by the VLC. The groupings are based on years of experience working with students and have been created for the convenience of presenting parents with appropriate information.
We take great care to ensure that each program addresses the needs of the student it is designed for. Since no two learners are exactly the same, all of our programs are individually designed and are built around each learner to provide them with the best support possible.
There is a huge difference in the learning approaches and learning environment between Grade 12 and the first year in a post-secondary institution. Students move from a highly structured and prescribed learning environment in high school to one that has few rules or boundaries. The classes are large, absence from class is not always noted, and time frames for handing in...
Continue to High School Graduates, College and University Entrance
Some college and university students struggle to achieve the grades they need to pass their courses or to achieve good enough grades to enter graduate school programs.
Continue to College and University Coaching Services for Underachievement
VLC Signature Programs in Learning to Learn, and Academic Achievement are applied at the post secondary level.
When a learner who has been away from a regular learning program decides to go back to school, both confidence and new skills can be the key to their success.
Continue to Young Adult (18+ years) and Mature Student Training Program to Re-enter Schooling
The Vancouver Learning Centre offers tailored programs for young adults and mature students returning to education after a break. By enhancing cognitive, academic, and executive function skills, VLC equips learners with the confidence and tools needed for success. Services such as executive function coaching, mind mapping, and essay writing support are customized to each individual’s goals. Begin your journey back to education by contacting Andrew Taylor to discuss personalized reentry plans.
Note: For children 6 to 12 seeGiftedness, Advanced Achievement. Children develop skills at various rates. While most young learners are bright, curious, and eager to learn, some display accelerated...
Continue to Early Childhood Enrichment for Gifted Children Showing Advanced Development (Aged 3 to 8)
Children develop skills at various rates. While most young learners are bright, curious, and eager to learn, some display accelerated development, often remarkable even when accompanied by learning disabilities or conditions like autism. Recognizing and nurturing this early development is essential, as it often signals exceptional potential. Without adequate support, these children may experience distress or anxiety.
For children aged 3-5 who learn outside a structured classroom environment, there is often an opportunity to progress at their own pace. These children may acquire skills beyond those of their kindergarten peers, explore interests passionately, and develop a readiness to thrive in school. However, when children accustomed to learning freely enter a traditional classroom, they may face challenges adjusting to standardized instruction. For them, topics may feel repetitive or unengaging, potentially dampening their enthusiasm for learning and even for school.
Signs to look for:
When young children display remarkable abilities, recognizing and nurturing this early development is essential.
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...
Continue to Early Childhood Language Delay in English (Ages 3 to 8)
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.
At the VLC, programs include:
When students transfer the language of instruction they also need to learn the vocabulary and methods used in English language instruction. This provides an important challenge to young learner, which, if overcome, can help them become bilingual successfully...
Continue to Students Transferring from French to English Language Instruction (Grades 2-12)
Transitioning from French-language or French-immersion instruction to English-language instruction presents unique challenges for students. Unlike their new English-speaking classmates, who may have already accumulated hundreds of hours in English-based teaching methods, students transferring from French instruction often find themselves at a significant disadvantage. This shift can lead to anxiety and hinder classroom confidence, ultimately affecting overall learning success. Such anxiety can disrupt the learning process, making the transition even more daunting.
For students with learning disabilities, the challenge of mastering a new language and curriculum without foundational skills in English becomes exponentially greater.
At the Vancouver Learning Centre (VLC), we employ innovative strategies to build foundational skills and facilitate a smooth transition, aligning learning outcomes with each student’s natural abilities. While this process requires time and dedication, it ultimately empowers learners to become bilingual and succeed in both languages. Success stories from former VLC students inspire confidence in current learners and their families.
See stories of our success here.