Learning Disabilities

Students with Learning Disabilities do not process information in a manner that allows them to profit from typical classroom instruction, even though they may live in an enriching environment and be as intelligent as their peers. A Psychoeducational assessment aids in designing programs to close the gap between where the child is expected to function and where he/she is actually functioning in reading, mathematics, and/or written expression.

We detect where in the process of reading, written expression, or mathematics that stumbling blocks occur, so that remedial techniques and accommodations can be designed more accurately and effectively. For those who struggle to acquire reading skills, for example, there are several skills that require a certain level of proficiency. The multitude of skills involved in the acquisition of reading involves a complete pattern of visual, linguistic, and memory skills. Problems with visual-perception, phonemic awareness, alphabet recognition, sound-symbol connections, long-term memory retrieval, and ability to sustain attention and persist are several of the areas that can be detected in the course of a reading assessment. Isolating these areas of remedial need can be crucial in enhancing the chances of your child reaching grade-level expectations in this area.

When one considers the additional skills required in getting information from the brain onto the printed page, the skill of written expression can present as an even greater challenge. Thankfully, skilled assessors are able to sharpen the focus of remedial techniques and the use of new-age technology based on your child’s unique learning style.

Verbal or visual learning styles must also be incorporated into math instruction. Assessment of fundamental math skills will help to determine why certain types of errors and misconceptions continue to recur. This process involves collaboration with parents and school personnel.