Understanding learning difficulties.

Assessments are charged by the hour at the current rate listed on Our Fees.

Because the assessment pathway depends on the individual and the question being asked, the total cost can usually be estimated more accurately after the first consultation. The first consultation generally involves approximately one hour of professional time at the current rate. For more information about why we do not offer fixed price packages, see FAQs.

We will discuss likely next steps and associated fees before you decide whether to proceed. See Our Fees → for more information and an example assessment cost structure.

A learning assessment looks at academic skills such as reading, spelling, written expression and mathematics and considers why progress may be harder than expected.

Depending on the question, assessment may also include cognitive testing and information about learning, attention, development and educational history.

“Dyslexia” is commonly used to describe persistent difficulties involving reading and related literacy skills.

Formal diagnostic language generally uses Specific Learning Disorder, with the affected academic area described as part of the diagnosis.

Yes, where these fall within the referral question.

Assessment can examine difficulties in reading, spelling, written expression and mathematics and consider whether the evidence supports a Specific Learning Disorder.

The Australian Psychological Society has further information about assessment for learning problems.

APS information about assessing learning problems →

No.

Academic difficulties can have many explanations, including differences in educational opportunity, attention, language, emotional wellbeing, sensory difficulties, cognitive development and other factors.

Assessment looks at the broader picture before drawing a conclusion.

Evidence about teaching and targeted support is important when considering a Specific Learning Disorder.

Assessment can still help describe current strengths and difficulties when intervention has been limited, but there are circumstances where more teaching or targeted intervention may be needed before a firm diagnostic conclusion can be reached.

Yes.

These can provide useful information about how skills have developed over time and how difficulties appear in everyday schoolwork.

You can provide relevant records during screening or intake.

Yes.

High cognitive ability does not prevent someone from having a specific difficulty in reading, writing or mathematics.

Sometimes strong reasoning abilities can also make an academic difficulty less obvious for a period of time.

Cognitive and giftedness assessments →

Selected adult learning assessments are available.

This can be useful where longstanding difficulties with reading, writing, spelling or mathematics continue to affect study, work or everyday functioning.

Yes, if clinically appropriate.

A psychological assessment can provide evidence about a student’s learning difficulties, how they affect study or timed assessment, and whether reasonable adjustments or special examination provisions may be appropriate.

Depending on the findings, recommendations might include things such as additional working time, rest breaks, use of assistive technology, a separate room or other changes to assessment conditions.

The school, Year 12 authority, university or examination body makes the final decision about what evidence it requires and which adjustments it will approve. Requirements and application deadlines can also vary, so please tell us during screening if the assessment is being sought for Year 12, university or another specific examination process.

Yes, where it is clinically appropriate and the form relates to information we can reasonably provide from your assessment.

This may include forms supporting requests for reasonable adjustments, special provisions or other assessment arrangements. For example, the ACT Board of Senior Secondary Studies (BSSS) requires current professional documentation for AST special provisions and asks health professionals to describe the student’s current functional difficulties, rather than simply provide a diagnosis.

We can review and complete relevant sections of these forms where the assessment findings support doing so. Any additional time needed to review documents, complete forms or provide supporting information is billed according to the professional time required.

The school, BSSS, university or other authority makes the final decision about whether an adjustment or special provision is approved. For ACT Year 11 and 12 students, you can also read the BSSS information about reasonable adjustments and special provisions.

ACT BSSS — Equitable assessment and special consideration

A learning assessment can help explain why reading, spelling, writing or mathematics may be harder than expected.

It can identify patterns of academic strengths and difficulties, consider factors that may be contributing, and help determine whether the findings are consistent with a Specific Learning Disorder.

The aim is not only to identify a difficulty, but to provide information that can help guide teaching, support and next steps.

Recommendations depend on the individual findings rather than coming from a standard list.

They may include suggestions about teaching approaches, targeted intervention, classroom support, assistive technology, study strategies, assessment conditions or further professional input.

Where appropriate, recommendations can also explain how a person’s strengths may be used to support areas that are more difficult.

Yes. A psychological assessment can provide evidence about a student’s learning needs and recommend adjustments that may help them access learning and assessment more fairly.

This might include changes to how information is presented, how work is completed, use of technology, additional time, breaks or other supports, depending on the findings.

The school or education authority makes the final decision about which adjustments it will provide.

Yes, where this would be useful and appropriate.

With consent, we may gather information from teachers, review school records, discuss the findings with relevant school staff or help explain what the assessment results may mean for learning and support.

The level of school involvement depends on the assessment and what would be most helpful for the student.

We can make evidence-based recommendations based on the assessment findings and explain the kinds of support that may be useful.

Schools also need to consider the student’s everyday functioning, available supports and their own educational processes. For that reason, recommendations are usually most useful when they form part of an ongoing conversation between the family, school and other professionals.

Yes. Assessment findings can provide useful information about a student’s strengths, areas of difficulty and the supports that may help them learn.

Schools may use this information when developing or reviewing an Individual Learning Plan, Personalised Learning Plan or other support plan, although the school remains responsible for deciding how its planning process operates.

The assessment can still be useful.

A student may have meaningful academic difficulties even when the available evidence does not support a formal diagnosis. We can still describe the pattern, consider what may be contributing and recommend supports or further steps where appropriate.

It may provide useful evidence about the person’s functioning and recommendations.

The school, university, examination authority or employer makes the final decision about what evidence is required and what adjustments will be provided.