Dyslexia can be defined as a specific learning disability that is neurological in origin.

It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.*

When looking at identifying a specific learning disorder with impairment in reading (dyslexia), deficits in one or both of the following key academic areas are usually present:

• Inaccurate or slow and effortful word reading.
• Difficulty understanding the meaning of what is read.

A specific learning disorder with impairment in written expression is a persistent difficulty with written expression, handwriting and/or spelling that may occur in isolation, but more often, occurs in conjunction with dyslexia.

It can be defined as a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent written expression and by poor spelling and handwriting skills. These ongoing delays in writing are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Deficits in one or both of the following key academic areas are usually present:

• Difficulties with spelling.
• Difficulties with written expression.

A specific learning disorder with impairment in mathematics (dyscalculia) is an innate difficulty in learning and comprehending mathematics. Children who have a specific learning disorder with impairment in mathematics (dyscalculia) have trouble understanding numbers, learning how to manipulate numbers, learning mathematical facts, and a number of other related difficulties. Dyscalculia can be defined as a condition that affects the ability to acquire arithmetical skills. Learners with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they do so mechanically and without confidence. Deficits in one or both of the following key academic areas are usually present:

• Difficulties mastering number sense, number facts or calculation. • Difficulties with mathematical reasoning.

The presence of other developmental disorders such as developmental language disorder (DLD) or developmental coordination disorder (DCD) will contribute to the learning difficulties experienced by a student in the classroom. In addition, difficulties in attentional control and other aspects of executive functioning and/or processing speed may also help to explain a student’s academic underachievement. These difficulties may provide a better explanation for the challenges a student is experiencing or, in some cases, will occur alongside an identified SLD. Students with difficulties of any kind are likely to require targeted intervention as well as strategies and adjustments designed to meet their individual needs.

Pre-Assessment:

Initial parent-only consult  $240 (60 min) or $290 (90 min).

• This appointment is to discuss and explore presenting concerns in detail with the aim to provide a service plan which may include assessment or treatment. 
• There is no obligation to proceed with services after this time.