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.

Programs

Effective Listening: A Neurocognitive Program to Develop Auditory Processing Skills

This is a program used to develop auditory processing of information presented orally. This procedure is especially important for students with learning disabilities centred in the auditory modality function. It teaches them to focus, pay attention and improve their memory.

This program is central to Vancouver Learning Centre Signature neurocognitive training that uses targeted and intense drill exercises based on our understanding of neuroplasticity to improve brain function and to enhance the student’s ability to process oral instruction in the classroom.

In addition, at the Vancouver Learning Centre we also teach directly to transfer the skill to practical use. For this reason, prose materials, especially those related to the curriculum, are also used in a structured way to help students pay attention to precise details in classroom teaching.

In all school classrooms and in college and university lecture halls oral instruction is the key method of educational delivery of information and teaching. Students with learning disabilities in auditory processing brain function are particularly disadvantaged when they are not able to absorb and remember details as teachers speak their lessons, give homework instruction orally, or invite students to comment and dialogue. This skill is very amenable to improvement with targeted training.