Specific Learning Disorder Assessments in Brisbane
Redefini Therapies provides comprehensive Specific Learning Disorder assessments for children, adolescents and adults at our Mitchelton clinic in Brisbane.
A Specific Learning Disorder (SLD) is a neurodevelopmental condition involving persistent difficulties learning and using particular academic skills. It may affect reading, written expression, mathematics, or a combination of these areas.
Specific Learning Disorder is not the same as intellectual disability and is not caused by laziness or a lack of effort. A person may have average or above-average intellectual abilities while experiencing significant and ongoing difficulties with particular academic skills.
A diagnosis requires more than one low test score. The assessment considers the person’s developmental and educational history, learning opportunities, response to targeted support, current functioning and performance on appropriate standardised measures. The psychologist also considers whether another condition or circumstance could better explain the difficulties.
Our assessments are evidence-informed, neuroaffirming and tailored to the individual. We aim to identify both strengths and areas of difficulty, and to provide practical recommendations for school, study, work, and everyday life.
Types of Specific Learning Disorder
Specific Learning Disorder with Impairment in Reading
This involves persistent difficulty with reading skills such as word recognition, reading accuracy, reading fluency or understanding written information.
The term dyslexia is commonly used to describe a pattern involving difficulties with accurate or fluent word reading, decoding and spelling. An assessment considers the person’s reading development, educational history and performance across relevant reading measures.
Specific Learning Disorder with Impairment in Written Expression
This may involve persistent difficulties with spelling, grammar, punctuation, sentence construction, organisation, or communicating ideas effectively in writing.
Some people use the term dysgraphia when referring to writing difficulties. However, writing difficulties can have various causes, so a comprehensive assessment is important to understand the person’s specific pattern of strengths and needs.
Specific Learning Disorder with Impairment in Mathematics
This may involve persistent difficulties with number sense, learning arithmetic facts, completing calculations or applying mathematical reasoning.
The term dyscalculia is commonly used to describe significant and ongoing difficulties learning and using mathematical skills.
Learning Difficulties and Language Difficulties
Specific Learning Disorder affects the acquisition and use of academic skills such as reading, writing and mathematics. Language and communication difficulties may affect how a person understands or uses spoken language.
These difficulties can sometimes occur together, but they are not the same condition. If concerns about receptive language, expressive language, speech or communication are identified, assessment by a suitably qualified speech pathologist may be recommended.
A Redefini psychologist will consider whether language, attention, intellectual functioning, emotional well-being, sensory needs, educational opportunities, or other factors may be contributing to the person’s learning difficulties. Where appropriate, information from other professionals may be considered as part of the assessment process.
What Does a Specific Learning Disorder Assessment Involve?
A Specific Learning Disorder assessment is comprehensive and may take place across multiple appointments. The exact process is tailored to the person’s age, needs, circumstances and presenting concerns.
Initial Consultation and Background Information
The assessment begins with a consultation to discuss the person’s learning concerns, strengths and reason for seeking an assessment.
The psychologist may gather information about the person’s developmental, medical, family and educational history. Relevant information may include school reports, work samples, previous assessments, intervention records and details about support already provided.
For children and adolescents, information may also be requested from parents, carers, teachers or other relevant professionals. For adults, the psychologist may consider educational history, further study, workplace experiences and any available previous records.
Information from other people or services will only be requested or shared with appropriate consent.
Cognitive Assessment
A standardised cognitive assessment may be used to understand the person’s pattern of cognitive strengths and areas requiring support.
Depending on the person’s age and clinical needs, this may include an appropriate measure such as the Wechsler Intelligence Scale for Children (WISC) or the Wechsler Adult Intelligence Scale (WAIS).
A cognitive assessment may provide information about areas such as verbal reasoning, visual-spatial reasoning, working memory and processing speed. However, cognitive results are not used alone to diagnose a Specific Learning Disorder. They form one part of the broader assessment.
Academic Achievement Assessment
Standardised academic measures are used to examine the specific areas of learning that prompted the referral.
Depending on the person’s needs, the assessment may explore:
Word reading and decoding
Reading accuracy and fluency
Reading comprehension
Spelling
Sentence construction and written expression
Numerical skills and calculation
Mathematical reasoning and problem-solving
The psychologist will select measures that are appropriate for the person’s age, educational background and referral questions.
Additional Information and Measures
Additional psychometric measures, questionnaires or interviews may be used when clinically appropriate.
These may explore factors such as attention, executive functioning, emotional wellbeing, adaptive functioning or other areas that could affect learning and test performance.
The psychologist will also consider whether language, sensory needs, anxiety, fatigue, educational opportunities or another condition may help explain the person’s difficulties. The same assessment battery is not automatically used for every person.
Multiple Assessment Appointments
The assessment may be completed across multiple appointments. This can reduce fatigue and allow the psychologist to gather the information needed without placing unnecessary pressure on the person.
The number and length of appointments will depend on the person’s age, needs, pace, and the measures required.
Feedback and Written Report
After the assessment is completed, the psychologist will integrate the test results with the person’s background, educational history, observed approach to tasks and other relevant information.
A feedback appointment will be provided to explain:
The person’s learning and cognitive profile
Identified strengths and areas requiring support
Whether the available information supports a diagnosis
Recommended adjustments, interventions or further referrals
Opportunities to ask questions about the findings
A comprehensive written report will outline the assessment results, diagnostic conclusions where appropriate and practical recommendations for school, further education, work or everyday life.
What We Consider During Learning Assessments
In our assessment work, we recognise that test scores are only one part of understanding a person’s learning profile. Redefini psychologists also consider how the person approaches tasks, understands instructions, manages attention and fatigue, and communicates when an activity becomes difficult.
A person may understand a concept verbally but find it difficult to demonstrate that knowledge through reading, writing or timed activities. We also consider whether anxiety, sensory needs, previous educational experiences or the assessment environment may have affected participation.
Clinical observations are interpreted alongside standardised results, developmental and educational history, and information about previous learning support. They are not used alone to make a diagnosis.
Our Neuroaffirming Approach to Learning Assessments
Redefini Therapies takes a neuroaffirming, trauma-informed, and strengths-based approach to Specific Learning Disorder assessments.
We recognise that people learn, process information and communicate in different ways. The purpose of an assessment is not to define a person by their test scores or focus only on perceived deficits. It is to understand the person’s individual learning profile, recognise their strengths and identify support that may make learning and participation more accessible.
We also recognise that previous experiences at school, university or work may affect a person’s confidence, sense of safety and expectations about assessment. Some people may have experienced misunderstanding, criticism, exclusion or repeated difficulty before seeking an assessment. Our psychologists aim to provide a respectful and collaborative assessment experience.
Depending on the person’s needs, adjustments may include:
Explaining each part of the assessment before it begins.
Using clear and age-appropriate language.
Offering breaks during testing.
Completing the assessment across multiple appointments.
Considering communication, sensory and accessibility needs.
Allowing time for questions and clarification.
Considering the effects of anxiety, attention, fatigue and previous educational experiences.
Inviting the person to provide feedback or request reasonable adjustments.
Recommendations are tailored to the individual and may include reasonable adjustments, targeted learning support, assistive technology, environmental changes and strategies that build on the person’s strengths.
Our goal is to support understanding, self-advocacy and meaningful participation at school, in further education, at work and in everyday life.
When Should a Specific Learning Disorder Assessment Be Considered?
An assessment may be helpful when learning difficulties are persistent, significantly affect education, work or everyday functioning, and continue despite appropriate teaching or targeted support.
Possible indicators differ according to the person’s age, learning environment and individual circumstances.
Possible Indicators in Children and Adolescents
A child or adolescent may:
Have ongoing difficulty learning letter–sound relationships.
Read slowly, inaccurately or with considerable effort.
Have persistent difficulty with spelling.
Struggle to organise or communicate ideas in writing.
Avoid reading or writing because these activities require substantial effort.
Have difficulty remembering number facts or completing calculations.
Find mathematical concepts or problem-solving unusually difficult.
Show a noticeable difference between oral understanding and written work.
Require considerably more time or support than peers to complete academic tasks.
Continue to experience difficulty despite targeted teaching or intervention.
Experience frustration, anxiety or reduced confidence relating to learning.
Possible Indicators in Adults
An adult may:
Have a longstanding history of difficulty with reading, writing, spelling or mathematics.
Need considerably more time to read, write or check written work.
Avoid tasks involving written communication or calculations.
Find forms, instructions, reports or workplace documentation difficult.
Rely heavily on technology or other people to check spelling, writing or calculations.
Have experienced ongoing difficulty at school, university, vocational training or work.
Find it difficult to demonstrate their knowledge through written tasks or timed assessments.
Experience anxiety, frustration or reduced confidence around particular academic or workplace tasks.
Seek assessment to better understand their learning profile or request reasonable adjustments.
These indicators do not confirm a Specific Learning Disorder. Similar difficulties can arise from language differences, attention difficulties, intellectual disability, sensory impairment, interrupted education, emotional distress or other factors.
A comprehensive assessment helps determine the most appropriate explanation for the person’s difficulties and identifies practical recommendations based on their individual needs.
Specific Learning Disorder Assessment Fee — $2,795
The assessment may take place across multiple appointments and is tailored to the person’s age, needs and referral questions.
The assessment process may include:
An initial clinical and developmental interview.
Review of relevant educational or previous assessment information.
Standardised cognitive assessment where clinically appropriate.
Standardised assessment of reading, spelling, written expression and/or mathematics.
Additional psychometric measures when required.
Scoring, interpretation and integration of the assessment results.
A feedback appointment.
A comprehensive written report with findings and practical recommendations.
The exact measures and number of appointments will depend on the person’s needs and the areas being assessed. Please contact Redefini Therapies if you would like clarification about what is included before booking.
Payment and Rebates
Payment plans may be available by prior arrangement.
Medicare or private health insurance rebates may apply in limited circumstances, depending on individual eligibility, referral requirements, the service provided and the person’s level of cover. Please confirm eligibility directly with Medicare or your private health insurer before booking.
Possible NDIS Funding
NDIS funding may be available for eligible assessment or reporting services when the requested support is included in the participant’s plan and meets current NDIS funding requirements.
Diagnostic assessments are not automatically covered by the NDIS. Please confirm eligibility with your plan manager, support coordinator or the NDIA before booking. Redefini Therapies will also need to confirm that the requested service can be provided under your funding arrangements.
Frequently Asked Questions
What is a specific learning disorder?
A specific learning disorder is a neurodevelopmental condition involving persistent difficulties learning and using particular academic skills.
It may affect reading, written expression, mathematics or a combination of these areas. The difficulties are not explained simply by low intelligence, laziness or a lack of effort.
What is the difference between a learning difficulty and a specific learning disorder?
“Learning difficulty” is a broad term that can describe academic challenges arising from many different factors, including interrupted education, attention difficulties, language differences, emotional distress or limited learning opportunities.
Specific learning disorder is a formal diagnosis made when established diagnostic criteria are met. A comprehensive assessment is required to determine the most appropriate explanation for the person’s difficulties.
Is the assessment neuroaffirming?
In our clinical work, we help each client participate at a suitable pace and adapt communication, the sensory environment and breaks where appropriate. We explain assessment tasks clearly and interpret performance alongside the person’s developmental, educational, language and contextual history. Assessment results are used to understand strengths and support needs, rather than defining the person by a score or diagnosis.
Is dyslexia a specific learning disorder?
'Dyslexia' is a commonly used term for a pattern involving persistent difficulties with accurate or fluent word reading, decoding and spelling.
During an assessment, the psychologist considers whether the available evidence supports a diagnosis of Specific Learning Disorder with impairment in reading.
What are dysgraphia and dyscalculia?
'Dysgraphia' is a term sometimes used when describing significant writing difficulties. However, writing difficulties can arise for different reasons, so comprehensive assessment is important.
Dyscalculia is commonly used to describe significant and persistent difficulties learning and using mathematical skills. This may align with specific learning disorder with impairment in mathematics.
Who can have a specific learning disorder assessment at Redefini?
Redefini Therapies provides Specific Learning Disorder assessments for children, adolescents and adults.
The assessment process and measures used are selected according to the person’s age, educational background, presenting concerns and referral questions.
Do adults have specific learning disorder assessments?
Yes. Adults may seek an assessment to better understand longstanding difficulties with reading, writing, spelling or mathematics.
An assessment may also help identify strengths and inform recommendations for university, vocational education, professional examinations, employment or everyday life. The organisation receiving the report will determine which adjustments it can provide.
Do I need a referral?
A referral is not usually required to book a private specific learning disorder assessment.
However, a referral or supporting information from a doctor, school, university, employer or another professional may help clarify the assessment questions. Please contact Redefini Therapies if you are uncertain about what information to provide.
What measures are used during the assessment?
The psychologist selects measures based on the person’s age, needs and presenting concerns.
Assessment may include an appropriate cognitive measure, such as the Wechsler Intelligence Scale for Children (WISC) or Wechsler Adult Intelligence Scale (WAIS), together with standardised measures of reading, spelling, written expression and mathematics.
Additional psychometric measures, questionnaires or interviews may be used when clinically appropriate. The same battery is not automatically used for every person.
Does a WISC or WAIS result diagnose a Specific Learning Disorder?
No. A cognitive assessment alone does not diagnose a Specific Learning Disorder.
The psychologist considers cognitive and academic results alongside the person’s developmental and educational history, learning opportunities, response to previous support and current functioning. The psychologist also considers whether another condition or circumstance could better explain the difficulties.
How long does the assessment take?
A specific learning disorder assessment may occur across multiple appointments. The number and length of appointments depend on the person’s age, needs, pace, referral questions and the measures required.
Completing assessment across multiple sessions can help reduce fatigue and support a more accessible assessment experience.
What should I provide before the assessment?
Helpful information may include:
School reports
Work samples
Previous psychological, educational or allied health reports
Records of learning interventions or adjustments
Relevant medical or developmental information
Information from teachers or other professionals
Details about current concerns and the support already provided
Not everyone will have all these documents. Redefini Therapies will explain what information is most relevant to your circumstances.
Can ADHD, autism or language difficulties affect learning?
Yes. Attention, executive functioning, language, emotional wellbeing, sensory needs and other developmental factors can affect learning and assessment performance.
ADHD, autism and specific learning disorder may also occur together. The psychologist will consider whether additional assessment, information or referral to another professional may be appropriate.
Is the assessment neuroaffirming?
Yes. Redefini Therapies takes a neuroaffirming, trauma-informed and strengths-based approach.
The assessment aims to understand the person’s individual learning profile rather than define them by test scores or focus only on deficits. Adjustments may be made to support communication, sensory, accessibility and emotional needs while maintaining the requirements of standardised testing.
Will I receive a diagnosis?
A diagnosis can only be provided when the available assessment information supports the relevant diagnostic criteria.
An assessment does not guarantee a diagnosis. Whether or not diagnostic criteria are met, the psychologist will explain the person’s results, identified strengths, areas requiring support and relevant recommendations.
Will I receive a written report?
Yes. A comprehensive written report will explain the assessment results, diagnostic conclusions where appropriate and practical recommendations.
Recommendations may relate to school, further education, work, assistive technology, targeted intervention, reasonable adjustments or other relevant supports.
Is a feedback appointment included?
Yes. A feedback appointment is provided to explain the findings, discuss recommendations and allow questions about the results and report.
Can the report be used to request adjustments?
The report may provide evidence and recommendations to support requests for adjustments at school, university, vocational education or work.
However, Redefini Therapies cannot guarantee that any other organisation will approve a particular adjustment. Each organisation applies its own eligibility requirements and policies.
Can NDIS funding be used?
NDIS funding may be available when the requested assessment or reporting service is included in the participant’s plan and meets current NDIS funding requirements.
Diagnostic assessments are not automatically funded by the NDIS. Please confirm eligibility with your plan manager, support coordinator or the NDIA before booking. Redefini must also confirm that the service can be provided under your funding arrangements.
Are Medicare or private health insurance rebates available?
Medicare or private health insurance rebates may apply in limited circumstances, depending on individual eligibility, referral requirements, the services provided and the person’s level of cover.
Please confirm your eligibility directly with Medicare or your private health insurer before booking.
How much does the assessment cost?
The comprehensive Specific Learning Disorder assessment fee is $2,795.
The assessment may include multiple appointments, administration and interpretation of appropriate measures, a feedback appointment and a comprehensive written report. Redefini Therapies can clarify the assessment inclusions and payment arrangements before you book.
About Our Assessment Team
Specific Learning Disorder assessments at Redefini Therapies may be completed by registered psychologists or provisional psychologists working under appropriate professional supervision.
The practitioner involved will be selected according to the person’s age, needs, referral questions and practitioner availability. Clients will be informed about the practitioner’s role and registration status as part of the assessment process.
Our assessment team has experience supporting children, adolescents and adults with neurodivergence, disability and learning-related concerns. Assessments are evidence-informed, neuroaffirming and designed to identify both strengths and areas where support may be helpful.
Assessment findings are based on multiple sources of information rather than one test score. Depending on the assessment, this may include clinical interviews, developmental and educational history, appropriate psychometric measures, observations and relevant information from other people or professionals.
Where another type of assessment, practitioner or service would be more appropriate, this will be discussed with the client or family.