All people have strengths and weaknesses when it comes to learning - some people find language-based learning (reading, spelling, writing) easier than non-verbal learning (visual-spatial skills), and vice versa. The term 'learning difference' is a broad term which refers to differences in the way a person learns which may cause them difficulties. These difficulties can be in a range of different areas, for example understanding of language or numbers, memory, processing speed, spelling, and many more. Some learning differences can cause difficulties in achieving well at school or in work. If these difficulties are not recognised and supported a person may struggle to reach their potential in school or work, and there can be a wider impact on the person's self-esteem and confidence. There are different types of learning difference and the terminology around these difficulties can be confusing.

A Specific Learning Difficulty (SpLD) is a neurodevelopmental condition which affects how a person understands, learns and processes different types of information. A learning difficulty does not affect overall IQ or intelligence. The following are as defined as specific learning difficulties:

• Dyslexia - difficulties with reading, writing and spelling

• Dyscalculia - difficulty understanding numbers

• Dysgraphia - difficulties with written handwriting and written expression

• Developmental coordination disorder (Dyspraxia) - a difficulty with physical coordination

A learning disability is a defined as a reduced ability to learn and understand new information, and  manage independently with activities of daily living. This means that a person's intellectual ability (ability to learn) and adaptive functioning (daily living skills) are far below average. All people with a learning disability have strengths and weaknesses, however their global ability (abilities across all areas of functioning) is far below average. A learning disability is lifelong. The diagnostic criteria for a learning disability are:

• Lower intellectual ability (usually an IQ of less than 70)

• Significant impairment of social or adaptive functioning

• Onset in childhood

Before the assessment:

We will have a conversation about your background, medical history, current concerns, education, and any symptoms you've noticed.

During the assessment:

You will be guided through various tasks which include:

 Memory Tests

• Remembering lists of words or stories, then recalling them later

• Remembering patterns or locations on a screen

 Attention & Concentration

• Repeating number sequences

 Problem-Solving & Reasoning

• Solving puzzles or logic problems

• Completing patterns or analogies

 Language Skills

• Naming pictures or objects

• Describing what different words mean

• Understanding spoken or written information.

 Visual-Spatial Skills

• Copying drawings or arranging blocks to match a design.

 Processing Speed

• Doing simple tasks quickly, like matching symbols or numbers.

A cognitive assessment is not like a school test—there is no 'pass' or 'fail', just a profile of how your brain is working, and your strengths and areas you struggle more with.

We pride ourselves on offering a fully face to face, in-person assessment process. We can also offer some appointments on Teams, if this is your preference.

Assessments are done at your pace and we do not specify a certain number of sessions. Sometimes, for lots of reasons, an assessment needs to be done quickly. Sometimes an assessment needs to be taken more slowly, possibly because you child feel worried about the process or because you are juggling lots of competing demands. As a rough guide, cognitive assessments generally consist of 3 or 4 appointments - the developmental history can be done in 1 appointment, then 1 or 2 appointments for the assessments, and 1 appointment for feedback. If the assessment needs to be done over more than 3 or 4 sessions there is no additional charge for this.

From the first assessment appointment to receiving feedback and the final report is usually less than 4 weeks.

At the moment we can offer assessments beginning within 4 weeks of your initial enquiry. Once the assessment begins (the first assessment appointment) it should be complete (feedback and final report) within 4 weeks.

The support that a person with a learning difficulty or learning disability would benefit from depends on their individual profile of strengths and weaknesses and their context. A cognitive assessment will provide information about strengths and difficulties and recommendations are tailored to this profile. Recommendations can be shared with school, college or the workplace.

A cognitive assessment will determine your IQ - which is a general measure of intelligence. It will also provide a profile of strengths and areas of weakness. Sometimes a cognitive assessment will lead to a diagnosis. This could be a learning disability which is a global problem with learning, which means that ability across all areas of cognitive functioning and daily living skills is significantly lower than expected. A cognitive assessment can also lead to a diagnosis of dyslexia - difficulties with reading, writing and spelling, or dyscalculia - difficulty understanding numbers. Sometimes a cognitive assessment will uncover difficulties with working memory and/or processing speed. While difficulties with working memory and/or processing speed don't link to a particular diagnosis, they are important cognitive processes involved in learning and so support is essential for any difficulties.