A learning assessment is a detailed evaluation of academic skills, cognitive processes that support learning, and functional impact in the classroom. It can identify whether difficulties are consistent with a specific learning disorder, such as dyslexia in reading, dysgraphia in written expression, or dyscalculia in maths. It also clarifies strengths so support is not just about what is "behind" but also about what can be leveraged.

Parents and schools often seek this assessment when a student is bright, verbal and curious, but is still falling behind in reading accuracy or speed, spelling, written expression, handwriting or written output, maths facts or maths problem solving. Students themselves may report feeling stupid, anxious, or exhausted by schoolwork even when they are trying. This assessment is also useful for older students who are moving into NAPLAN years, senior study or university entry and need documentation for support.

There are usually several key parts of the assessment:

1. Clinical interview
   
   We talk about school history, effort, areas of frustration, fatigue, behaviour reports and what has already been tried in class or with tutoring.

2. Standardised questionnaires
   
   Where appropriate, caregiver(s) and school staff complete evidence-based questionnaires. This helps compare your presentation to what is typically seen for those with learning challenges.

3. Cognitive profile
   
   We use a standardised assessment of cognitive faculties. This assesses areas such as working memory, verbal reasoning, visual reasoning and processing speed. This helps us understand how the student thinks and learns.

4. Academic achievement testing

   
   We complete standardised tests of reading, spelling, written expression and mathematics. These are normed measures used widely in Australian school settings. This allows us to compare the student's current performance to what is typical for their age or year level.

5. Report writing

   Over the next few weeks, all the information is then summarised into a detailed and comprehensive report.

6. Feedback
   
   We then have a final session wherein we go through the report together in detail, discuss whether diagnostic criteria was met, discuss recommendations to help you thrive (regardless of diagnoses), and identify next steps.

Yes. Schools in Australia generally require formal assessment evidence to provide learning adjustments. The report can be used to request individualised reading intervention, writing support, alternative methods of demonstrating knowledge, use of a laptop or scribe, reduced copying from the board, extra time in tests or exam accommodations through disability or learning support pathways. We can write recommendations in clear teacher friendly language.

For older students the report is often used to access disability support services at university or TAFE.

No. Slow or inconsistent progress in reading, writing or maths can be related to many things, including ADHD, anxiety, language disorder, reduced working memory, hearing issues, high absences or gaps in teaching opportunity. The assessment looks at the full picture so the plan is fair, accurate and useful.

The sessions are 1 to 1 in a calm setting. Breaks are encouraged. The student can ask for questions to be repeated and can say "I am tired". We move at a steady pace and keep the focus on effort, not on being right every time. Children are never shamed for not knowing something. The goal is understanding, not judgement.

You receive a written report that outlines the student's learning profile, states whether criteria are met for a specific learning disorder, and clearly explains functional impact in the classroom. You will also receive targeted recommendations for home and school. We then meet for a feedback session where I explain the results in plain English, answer questions and help you identify next steps.

This assessment often changes the conversation from "You just need to try harder" to "You learn differently, so we need to teach you differently". Greater understanding of the student’s specific strength and challenges reduces shame, and helps teachers focus on accessible strategies rather than punishment for “avoidant behaviour”. It also helps parents advocate without being dismissed as "overprotective".

You can get in touch to request a learning assessment. We will briefly talk about school concerns, current supports and what you are hoping to understand. If the service is suitable, we will book the first session and begin.