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Assessments can evaluate an extensive range of learning, social and emotional issues. You can use the reported information to work more closely with the school and the teachers. You can adapt your home learning environment. You may be able to seek further help and assistance. Your report can be used for a Paedatrition or Psychiatric referral. If a learning, social, or emotional issue is identified we will provide you with a referral letter.
The knowledge gleamed from the assessment and report can allow you to make informed choices as to the best way forward to suit your child’s learning needs.
Find out some facts about your family. Try to identify whether any of the family members have also struggled within school or disengaged from school.
Motivation and a will to achieve can also be important factors. Some children are naturally gifted but do not find their school work challenging or engaging. An assessment can establish your child’s IQ and determine some learning style preferences.
Recent research suggests that nearly 10% of children have dyslexia which impacts on writing and spelling (Reid, 2009). Coupled with this we already know that children have distinct learning differences which means that effective pedagogy and adaptations to your child’s learning environment can make a difference. Historical data and feedback combined with core skill testing means that we can make a huge difference in our children’s lives and their futures.
A lively student who appeared bright and engaged. Reading school reports and teacher feedback, the child’s academic performance did not match how the child presented. Assessments revealed that the child had an excellent working memory capacity which meant that he had the core skills to achieve in the gifted range. In contrast his verbal communicative skill and non verbal skill results fell within the low average range. The child was reported by the teacher as ‘distracting to others’ and not completing the task in hand. The child’s working memory capacity would have suggested an A + student and yet the child struggled to achieve a C. Further testing revealed that the child had mild depression and behavioural reports from the parents suggested that the child was angry and frustrated. Core skill testing indicated that despite the child’s best efforts, and within this present state, the child would not succeed. Over the years it must have been very frustrating for the child having felt capable to perform and yet struggling to perform on basic school tasks.
Testing was able to provide some key behavioural indicators that suggested an attention deficit. The parents were able to secure a Paediatric referral. The school were able to provide supportive structures to allow the child to succeed, and their family life improved because they had key information to make a difference.
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