FAQ

The term “learning disability” was first introduced in 1963 and refers to brain-based differences that impact an individual’s ability to acquire, organize, retain, understand or use verbal and non-verbal information. Examples include dyslexia (reading), dysgraphia (writing), dyscalculia (math), dyspraxia (movement), auditory processing or other processing disorders. While ADHD (attention deficit and hyperactivity disorder), ASD (autism spectrum disorder), and other executive function challenges are not necessarily classified as learning disabilities, they are brain-based differences that may cause differences in how a person acquires, retains and learns information.  

For some, the term “learning disability” can have negative connotations or stigma, suggesting an individual weakness. For others, naming or diagnosing a disability as such can be empowering or allow access to other resources or services.  

Outside of medical or academic settings, the common preference now is to use the term “learning difference” or “neurodivergent,” which has the same meaning but recognizes the individualized nature of learning and allows more space to recognize differences as potential strengths. Wherever possible, we use the term “learning difference” to highlight the rich and diverse ways individuals learn. 

Identifying a learning difference (LD) can be challenging, especially at an early age. Some of the common signs that an individual may have a learning difference include:  

• Difficulty in reading and/or writing  
• Challenges with math  
• Distractedness and/or memory lapses  
• Challenges following multi-stage directions  
• Clumsiness  
• Challenges with telling time  
• Difficulty staying organized  

Formal assessments, such as psychoeducational evaluations (sometimes called “psych-eds”), can provide a formal diagnosis of an LD or other learning challenges, but they may be subject to long wait times and costs. We offer other helpful assessments in-house, often called “Level B” assessments, such as KTEA-3, and we can also refer our students with specific learning profiles for psychoeducational assessments or neuropsychology assessments through our partners at UBC PSCTC. 

We believe research-informed, individualized, one-to-one instruction is the most effective way to support your child’s learning. Research shows that students with learning differences need one-to-one specialized support that meets their specific learning strengths and stretches. Our unique Research-informed Individualized Student Education (RISE) proven methodology meets the needs of each student. We adjust learning goals and strategies as your child progresses through our programming to help them learn, develop, and succeed. 

Our comprehensive programs span the full development cycle from ages 3 to adult. We offer a holistic approach to academic and social-emotional development to ensure all individuals have the skills and confidence they need to realize their full potential. Our RISE instruction targets student-specific learning needs and provides one-to-one, specialized learning support. We monitor each student’s progress to ensure we adapt and adjust as needed to see our students thrive. Details about each of our programs can be found here. 

Our RISE One-to-One program runs year-round to help your child build academic skills that are transferable to classroom learning. Some students require multiple years of explicit instruction to move back up to grade level or work independently. 

LDS does not require students and families to provide any diagnosis or formal assessment to enroll in our programs. We are pleased to assist families by providing informal and formal assessments, and through a partnership with UBC PSCTC, we can also refer current LDS learners with specific learning profiles for a formal psychoeducational or neuropsychology assessment.   

LDS instruction programs follow our unique Research-informed Individualized Student Education (RISE) proven methodology to meet the needs of each student. Developed from BC’s Core Competencies and research-based curricula, the RISE method targets student-specific learning loss and educational needs. It provides one-to-one, customized remedial instruction from highly skilled and specialized instructors guided by our case managers and program support team. We collaborate with leading universities to ensure that RISE incorporates the latest research and evidence-based approaches and provides the most effective learning support to students with learning differences.    

Our carefully designed RISE programs are multi-curricula-based, incorporating Orton-Gillingham as one of many approaches. This approach achieves the most effective, individualized support for each student. Our multi-year studies conducted with UBC show that our students are catching up to their general classroom peers on average by up to ½ grade level per year with significant increases in self-confidence and self-esteem. 

An LDS case manager forms a critical part of our carefully matched learning support team for each student. Working together with our Senior Manager, Education and other specialists on staff, our case managers develop an individualized learning program for each student. This program identifies learning goals, curricula, and resources, including assistive technologies, as appropriate, that our instructors use to address specific skill gaps and learning needs.  

Throughout the year, the case manager assigned to each learner provides a consistent first point of contact for students and families and, together with our instructor, develops assessments, progress monitoring, and reporting to ensure each student achieves sustained progress in their learning and development. 

Working with our 19+ technology company partners, LDS carefully integrates assistive technologies (AT) into our programs to enhance student learning, furthering the accessibility and inclusiveness of our support. Examples of AT integrated into our lessons include software and hardware that enable visual organization of information, visual and auditory feedback of text, writing assistance, and screen-based reading enhancement. We also innovatively incorporate socially assistive robots into our lessons, working with our partner, the University of Waterloo, with remarkable success in increasing student engagement and social-emotional learning. 

Our academic partnerships enable LDS to deliver ‘state of the field’ programs grounded in the latest education research and drawing from various curricula to provide effective individualized support to students with learning differences. Such collaborative work has led to program innovations, such as using social robotics and other leading-edge assistive technologies and creates ongoing opportunities for lasting change in students’ education.   

LDS academic partners include Holland Bloorview Kids Rehabilitation Hospital PEARL, UBC Faculty of Education, UBC Psychological Services & Counselling Training Centre. 

Progress monitoring is a key aspect of our one-to-one instruction program. Once your child has begun sessions and completed informal and standardized assessments with their instructor, we create a learning plan to map out goals and share them with you via your child’s case manager. After each session, your child’s instructor will write a session snapshot outlining the session activities and how the session went. This information is available to you via our program software.  

In January, a mid-year progress report goes out to families to share their child’s academic, social, and emotional learning progress. Following this, we may update your child’s learning plan. End-of-year reporting is provided in June and July. These reports can be shared with your child’s teachers, school or other professionals working with your family in accordance with our holistic service principle. 

On our News page, you can find stories from current and former families that have received LDS support in recent years.  

Each program page also includes testimonies from families that have participated in those programs.  

We are typically open Monday through Friday, 9:00am to 7:30pm, and Saturdays from 9:00am to 5:00pm. During the summer we operate Monday to Friday, 9:00am to 4:30pm. 

We are pleased to receive your application and discuss it with you anytime. School-year programming runs from September through June. We open applications for September in the spring and continue to accept students into our school-year programs until April. Applications for summer programming open in early spring for programs running in July and August.   

A parent, guardian, or adult learner makes an appointment for an intake meeting after filling out their online application. This meeting will take place via Zoom or in person. Our team will speak with you about your/your child’s strengths and stretches, take a history of learning challenges, get to know your family better, and verify the information you provided in your application. This meeting takes up to an hour.  

Following the intake meeting, our team will review the educational documents and all other information you have provided. We then carefully match each student with a specialized instructor based on learning needs and scheduling requirements. We follow up with you on a schedule for sessions, assist with funding applications, if needed, and introduce you to your or your child’s profile on our learning platform.  

Learn more about how we match students and instructors here.   

We provide both informal and formal assessments.  

Our informal/Level A assessments provide grade-level reading, writing, spelling, and math estimates. Each LDS student receives an informal assessment from their instructor at the beginning and end of the school year.  

Our formal/Level B assessments, e.g., KTEA-3, are standardized assessments that indicate an individual’s grade-level performance in core subject areas, including reading comprehension, math computation, math applications and concepts, letter and word recognition, spelling, and written expression. Through our partnership with UBC PSCTC, LDS can refer individuals with specific learning profiles for a formal psychoeducational or neuropsychology assessment. 

We carefully match each student with one of our skilled and experienced instructors, considering each student’s learning, behavioural and social-emotional needs and our instructors’ diverse experience and training. Our team includes BC-certified teachers, special education assistants, Orton-Gillingham-certified instructors, speech-language pathologists, and experienced inclusive education instructors. We recognize the importance of relationship building between our students and instructors and try to ensure that they continue studying with the same instructor where possible.  

Learn more about how we match students and instructors here. 

LDS offers both individual and group programs.  

Our early years program, Early RISErs, brings 3-5-year-olds and their parents or guardians together in a group of up to ten. 

Our spring and summer camps are another program we offer for a group of up to ten students in grades 3-6.   

At LDS, we prioritize our students’ educational needs. We design individualized programs and match students with instructors to meet each student’s learning needs. Continuity of service and regular exposure to the learning methods crafted for each student are crucial in ensuring each student receives the maximum benefit from our programs.  

To facilitate this, if a student is unable to attend a session in person or online, the LDS instructor will prepare a personalized take-home study package that can be completed in the student’s own time.  

Please see our full program policies document for more details on our attendance and continuity of learning practices. Please contact us if you have any questions or need support in ensuring your child can regularly attend sessions (e.g., you need access to a loaned device for online sessions).   

LDS diligently reports on your child’s progress twice a year. In January, a mid-year progress report goes out to families to share their child’s academic, social, and emotional learning progress. Following this, we may update your child’s learning plan. End-of-year reporting is provided in June. These reports can be shared with your child’s teachers, school or other professionals working with your family in accordance with our holistic service principle. 

The full rate of RISE One-to-One instruction is $98 per session.  

All LDS programs operate on a sliding scale, meaning we adjust fees according to each family’s household income. Our goal is to be fair, equitable, consistent, and accessible. Learn more about how we set fees here. 

The billing cycle depends on the program you are enrolled in. For RISE One-to-One, RISE Now, and Teen Mentorship, payments are taken on the first business day of the month following service (e.g., on the first business days of October, families will be charged for sessions that happened in September). Payment dates for programs such as Early RISErs and camps will be clarified during your intake meeting. 

Teachworks, our online document management, scheduling, and invoicing platform, takes the agreed-upon fees for your program(s). All families must have a valid credit card on file. Card details are encrypted and held via Stripe (our card processing system). Please note that we do not retain your credit card details; you can log in and change them at your convenience.   

Tax credits are available to eligible families and relate to educational services that are additional to the primary education of a person with a learning disability or an impairment in mental functions.   

Families who wish to take advantage of available tax credits should seek advice from an accounting professional with knowledge of tax provisions for persons with disabilities. Possible resources include:  

Government of Canada  
Disability Alliance BC  
Disability Tax Credit (DTC) and Registered Disability Savings Plan (RDSP) online workshop  
T.J. Firenze at Firenze Financial Services Inc.  
Vancity  

Please note that families may be required to provide proof of diagnosis by a medical practitioner or disability designation to certify that the support services are needed and qualify for the tax credits.   

LDS does provide supporting documentation, including receipts for lesson fees paid, to families applying for disability tax credits. You can download or print your receipts from your Teachworks account. 

Families who meet specific eligibility requirements related to household income and other criteria may be able to apply for and access bursaries provided by third parties and, in some cases, via the LDS internal bursary fund. You can read more on our webpage about funding here. The external providers we refer families to include CKNW Kids Fund, Variety Children’s Charity, Jordan’s Principle, and the Government of BC’s autism funding unit.