Learning Center

In 1981, drawing on new and important knowledge in the field of child growth and development, Burke’s was the first local independent school to add specialized staff in the fields of learning skills and emotional development.  Among even the most capable of students, educators expect a range of abilities, learning styles and rates of emotional and cognitive development. It is our firm belief that educational practices that acknowledge and provide for these differences enhance the educational experience of all students.

We embrace the reality and desirability of different types of learners within our classrooms, but we are not a school that specializes in serving students with significant learning differences.  Through our Learning Center, Burke’s is able to serve able and motivated girls who can benefit from the academic challenges provided by our program and participate positively in the class as a whole, while maintaining a sense of themselves as competent learners.

The school acknowledges the hard work and commitment required for some students to succeed in this challenging academic environment.  We also acknowledge the absolute necessity of ongoing emotional and practical support provided by their families. It is the motivation of the student, together with the willingness of the family to work in close cooperation with the school that makes successful participation at Burke’s possible.

Sometimes children enroll at Burke’s with significant learning differences already documented; more commonly these differences appear as the academic and social demands change with a child’s age and development. Sometimes changing family circumstances or other stressors disrupt a student’s learning. It is part of our commitment to our students to notice when a student is struggling and to intervene. If, after consultation with the learning services team, it is suspected that a student’s learning or emotional well-being is significantly impacted by learning or social/emotional issues, then outside support/intervention such as a tutor or counselor may be helpful.

The school does not ordinarily provide intensive individual services such as psychological testing or counseling, in-depth learning evaluation or extensive one-to-one remediation. Members of the learning services team work with children throughout the school for a variety of reasons and on a variety of projects.

With regard to course content, the school holds the same high expectations for all students. In evaluation of learning and the methods employed to learn, however, students who have been identified as having learning disabilities or significant learning differences may need specific accommodations. If accommodations are to be required in a specific case, appropriate accommodations will be decided upon and reviewed yearly in consultation with the student when appropriate, parents or guardians, and teachers, outside specialists, administrators and the Burke’s Learning Services staff. The aim of all accommodations will be to provide the academic scaffolding necessary for the student to be successful in our program while working toward self-advocacy and independence as a learner.