What types of testing/strategies are available for students with Dysgraphia, Dyscalculia, Dyspraxia and other Learning Differences?

A Psychoeducational Evaluation is completed to assist in identifying Dysgraphia, Dyscalculia or Dyspraxia. A Psychoeducational Evaluation assesses the following areas:

  • Cognitive/Intelligence
  • Auditory and visual processing
  • Visual–motor integration
  • Fine/gross motor processing
  • Academic achievement in reading, writing, mathematics, problem solving, science, social studies, humanities
  • Speech
  • Expressive and receptive language

The evaluation will provide information on how the student thinks, reasons, and learns. It will identify strengths and weaknesses in processing, as well as academics and grade level. A conference will be held with the family and/or the student. Individual strategies based on the student’s strengths and weaknesses are developed and presented at the conference. In addition, a program of personalized instruction is presented addressing the needs of the student. Instruction may include the methodologies and programs of Samuel Orton and Ann Gillingham, Wilson Reading Program, Marsha Geller’s Slant Program, Tori Green’s Project Read, and Lexia. Additional strategies are also available.

Private Psychoeducational Evaluations are available.  Please contact us if you wish to schedule a consultation. 

What are Learning Disabilities? 

A learning disability is a disorder in one ore more basic psychological processes that may manifest itself as an imperfect ability in certain areas of learning, such as reading, written expression, or mathematics. The term "learning disabilities," sometimes referred to as specific learning disabilities, is an umbrella term that covers a range of neurologically based disorders in learning and various degrees of severity of such disorders.

Broadly speaking, these disorders involve difficulty in one or more, but not uniformly in all, basic psychological processes: (1) input (auditory and visual perception), (2) integration (sequencing, abstraction, and organization), (3) memory (working, short term, and long term memory) (2) output (expressive language), and (5) clumsiness or difficulty with handwriting. 

Learning disabilities are not emotional disturbances, intellectual disabilities (formerly termed mental retardation), or sensory impairments. They are not caused by inadequate parenting or lack of educational opportunity. 

Cognitive assessment, including psychoeducational evaluation or neuropsychological evaluation, is of critical importance in diagnosing a learning disability. Learning disabilities may be diagnosed by qualified school or educational psychologists, by clinical psychologists, and by clinical neuropsychologists who are trained and experienced in the assessment of learning disabilities.*

Why provide educational services or accommodations to individuals with learning disabilities? 

Learning disabilities are life long impairments that may impact all areas of an individuals life. It is important to provide services and accommodations that are required by law, not just because of the legal requirement, but also because providing these services and accommodations benefits individuals with learning disabilities and society overall by facilitating full participation in society by individuals with learning disabilities.*

 

*Source: Learning Disabilities Association of America (LDA)