The SCLD is committed to assessing for intervention. This means that, while important, the assessment is only a small part of the approach taken by the SCLD in assisting students with learning difficulties. Indeed, the assessment is usually a means of confirming what is already suspected by a student’s family, teacher, GP and/or paediatrician, and informing the specifics of an intervention.

The assessment is conducted by a registered psychologist, who specialises in learning difficulties and specific disorders, such as dyslexia. The assessment includes the collection of a student’s educational and developmental history, as well as a standardized assessment. The assessment tools used are evidenced-based and relevant to the student’s age and referring problem.

A feedback session provides the opportunity to discuss the assessment results outlined in a report. It is also a time to provide information about learning difficulties and specific disorders to students and their families.

Specific Learning Disorder (SLD) Diagnosis

Following a formal assessment, a clinical diagnosis of Specific Learning Disorder (SLD) will be made where appropriate. Students with a diagnosis of SLD may have difficulties in reading (Dyslexia), writing (Dysgraphia), or mathematics (Dyscalculia), or a combination of these three areas.

Not all students with learning difficulties will have a diagnosable SLD, however, all students with an SLD would be described as having learning difficulties. It is important to keep in mind that regardless of whether a student receives a diagnosis of an SLD or not, the SCLD is committed to assessing for intervention.

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