Cognition and learning / Learning
Cognition and learning
Learning
Understand how each child or adolescent learns to guide help.
Get free informationUnderstand what's happening.
Difficulties with reading, writing or maths can affect both schoolwork and how a child feels. Assessment looks at the skills involved, strengths and the learning context so support can be tailored to each child.
Identify what is difficult and when it happens.
Reading with effort, making spelling mistakes and getting stuck with numbers are different difficulties. It helps to know when they started, what teaching and support the child has received and which language they learn in. One low mark or test score cannot establish a diagnosis.
Name the difficult task
In reading it is interesting to differentiate to recognise words, read fluently and understand what is read. In writing, spelling, organising ideas and reviewing may need different supports. Reading slowly does not necessarily imply little understanding.
Understanding mathematical difficulties
Understanding quantities, recovering operations, following a procedure, and solving a problem are not the same skill. Improving calculation does not guarantee better resolution of written problems. Classroom examples help identify what step needs support, including the language of the statement.
Guiding support and reviewing progress
The objectives should relate to specific tasks and be reviewed also in activities that have not been practised. Communication between family, school and professionals, when appropriate and with consent, allows for the sharing of observations and the adjustment of support. Progress is valued together with participation, frustration and workload.
Support that takes your wider needs into account
Areas explain what you may worry about; services specify how we can work with you. Initial guidance helps connect both.
Neuropsychology for children
Learn how to learn and develop. Design the supports you need.
Neuropsychology for adults
Understand cognitive functions and their relationship to everyday life.
Before you take the first step
No. Consider how the difficulty has developed, whether it persists and what opportunities the child has had to learn. Attention, language, sleep and emotional distress can also play a part. Understanding these circumstances helps guide assessment without blaming lack of effort.
The languages used, when they were learned and the language of instruction matter. Learning in more than one language is not by itself a disorder. Interpreting the tasks requires taking care of that history; it is appropriate to consult in the first contact what linguistic assessment and attention can be offered.
Explain which tasks are difficult, when the problem began and what support has been tried. Schoolwork and observations from family and teachers can help make this clearer. You can talk to the school about support needs without waiting for a diagnosis.
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