What Is a Learning Disabilities Assessment?
A learning disabilities assessment is a comprehensive psychoeducational evaluation that identifies specific learning differences affecting reading (dyslexia), writing (dysgraphia), mathematics (dyscalculia), or other academic skills. We measure cognitive abilities, academic achievement, and information processing to understand why learning is harder in certain areas.
Our assessments follow Ontario guidelines and use standardized tools recognized by school boards for Individual Education Plan (IEP) development.
It is important to understand how a formal psychoeducational assessment differs from what happens at school. In Ontario, schools can observe learning difficulties and provide informal classroom supports. However, a formal identification of a learning disability as an exceptionality requires a psychoeducational assessment by a registered psychologist or psychological associate. This assessment is needed for a student to go through the Identification, Placement, and Review Committee (IPRC) process, which formally identifies exceptionalities and determines placement in appropriate programs.
A learning disability is not an intellectual disability. People with learning disabilities typically have average or above-average intelligence. A learning disability means there is a specific gap between a person’s cognitive abilities and their achievement in one or more academic areas. This gap is not caused by lack of effort, poor instruction, or low intelligence. It reflects a difference in how the brain processes certain types of information.
Signs You May Need Assessment
- Reading significantly below grade level despite adequate instruction
- Difficulty with spelling, written expression, or organizing thoughts on paper
- Struggles with math concepts, number sense, or math facts
- Slow processing speed affecting ability to complete work on time
- Inconsistency between obvious intelligence and academic performance
- Avoidance of reading, writing, or homework
- Difficulty retaining information despite repeated exposure
- Frustration, anxiety, or low self-esteem related to school performance
Concerned about your child's learning?
Book a free phone consultation to discuss your child's academic challenges and learn if a psychoeducational assessment is right for them.
Types of Learning Disabilities
Learning disabilities are specific and affect distinct areas of academic performance. Here are the most common types we assess.
Dyslexia (reading disability). Dyslexia affects reading accuracy, reading fluency, and reading comprehension. People with dyslexia often have difficulty decoding words, recognizing sight words, and connecting sounds to letters (phonological processing). Dyslexia is the most common learning disability, affecting an estimated 5 to 10 percent of the population.
Dyscalculia (math disability). Dyscalculia affects number sense, math facts, calculation, and mathematical reasoning. People with dyscalculia may have difficulty understanding quantity, memorizing math facts, telling time, or understanding spatial relationships in math. Dyscalculia is less widely recognized than dyslexia but affects a similar percentage of people.
Dysgraphia (writing disability). Dysgraphia affects handwriting, spelling, and the ability to organize thoughts on paper. People with dysgraphia may produce illegible handwriting, have difficulty with fine motor coordination for writing, or struggle to translate their ideas into written form despite having strong verbal expression.
Other specific learning differences. Some people have specific difficulties with auditory processing, visual-motor integration, or processing speed that affect learning but do not fit neatly into one category. Our comprehensive assessment identifies the specific nature of each person's learning profile.
Memory & Cognitive Processing
Memory and processing speed are fundamental to learning. Our psychoeducational assessment includes detailed evaluation of these cognitive processes because they often underlie or contribute to specific learning disabilities.
Working memory. Working memory is the ability to hold information in mind while using it, such as remembering a phone number long enough to dial it or keeping track of multiple steps in a math problem. Weaknesses in working memory are common in students with learning disabilities and ADHD, and can affect reading comprehension, math problem-solving, and written expression.
Long-term retrieval. Some students can learn information but have difficulty retrieving it efficiently. This can look like "forgetting" material that was previously learned, slow recall of math facts, or difficulty with spelling despite adequate instruction. Our assessment measures retrieval fluency to identify whether retrieval difficulties are contributing to academic challenges.
Processing speed. Processing speed affects how quickly a student can take in, process, and respond to information. Slower processing speed can mean a student understands the material but cannot complete work within time limits, leading to frustration and lower grades that do not reflect their actual knowledge. Processing speed assessment directly informs accommodation recommendations such as extended time on tests and assignments.
Our 3-Step Process
Initial Consultation
Free phone call to discuss academic concerns, review school history, and determine if psychoeducational assessment is appropriate.
Assessment Sessions
Comprehensive testing over 2-3 visits, including cognitive ability testing (IQ), academic achievement measures, phonological processing, visual-motor integration, memory, and processing speed evaluation.
Feedback and Report
Detailed psychoeducational report with diagnostic conclusions, specific recommendations for school accommodations and IEP goals, and a feedback session with parents (and the student, when appropriate).
Ready to take the next step?
Our assessment process starts with a free 15-minute phone call. No referral needed.
What You Will Learn
- Whether a specific learning disability is present and its precise nature
- Your child's cognitive strengths and how to build on them for learning
- Specific academic skill gaps and targeted intervention strategies
- Recommendations for school accommodations, assistive technology, and tutoring approaches
- Whether co-occurring conditions (ADHD, anxiety, giftedness) contribute to learning challenges
- Eligibility for school-based support and accommodations under Ontario education policy
- Your working memory and long-term retrieval profile, and how memory processes affect learning
- Processing speed findings and how they relate to academic performance and accommodation needs
School Accommodations
IEP Development
Documentation schools need to develop or update an Individual Education Plan, with specific, evidence-based goals that can be written directly into the IEP.
Assistive Technology
Recommendations for text-to-speech, speech-to-text, graphic organizers, audiobooks, and calculators matched to your child's specific learning profile.
Parent Advocacy Support
Guidance on working with your child's school team, what to request at meetings, and the language you need to advocate for your child's needs.
Post-Secondary Accommodations
Reports meeting documentation requirements for accessibility services at Ontario colleges and universities, including extended test time and note-taking support.
One of the most important outcomes of a learning disabilities assessment is a clear set of recommendations for school accommodations. Here is how the process works in Ontario.
Virtual follow-up available. We offer virtual follow-up consultations for Ontario residents who need support putting school accommodations into practice, preparing for school meetings, or understanding their child's report.
