Neurodiversity embraces the idea that neurological differences are natural variations of the human brain. Conditions such as dyslexia, autism and ADHD are not deficits but different ways of processing information. We champion the strengths and unique perspectives that neurodivergent individuals bring to the table, advocating for inclusive practices that foster environments where everyone can succeed.
A dyslexia assessment is the basis for all further investigations into any other co-occurring neurodiversity’s.
Full Dyslexia Assessment – This includes working memory, processing speed and executive function. A formal diagnosis of dyslexia can be obtained if the criteria is met through our assessment.
Short reports or updated literacy and numeracy assessments are also available. These do not provide a diagnosis but highlight areas of strength and challenge, gaps in knowledge and strategies for support.
The following are all in addition to the dyslexia assessment:
ADHD – identification for 18 years+ offered as an addition to our dyslexia assessment in accordance with SpLD Assessment Standards Committee (SASC) guidelines. This includes exploring inattention, hyperactivity and impulsivity. Please note that this does not include a formal medical diagnosis, but our report can be used to feed into that process of obtaining one. For those below 18, if required, referrals can be made to appropriate pathways
Developmental Co-ordination Delay (DCD)/ Dyspraxia – identification for 18 years+ offered as an addition to our dyslexia assessment in accordance with SpLD Assessment Standards Committee (SASC) guidelines. This includes exploring a developmental history of motor coordination difficulties, organisation and time management. Please note that this does not include a formal medical diagnosis, but our report can be used to feed into that process of obtaining one. For those below 18, if required, referrals can be made to appropriate pathways
Basic literacy and numeracy assessments to highlight areas of strength and challenge, gaps in knowledge and strategies for support. A short report will be completed following these assessments.
NOTE
Autistic Spectrum Disorder (ASD) – ‘SASC does not advocate that specialist teacher- assessors, working with individuals, screen for or diagnose autism. While current training for specialist teacher-assessors covers autism awareness, it does not encompass identification and diagnosis.
Specialist teacher-assessors, as part of their assessment practice, can document (where permission is given) relevant developmental characteristics and experiences, noting their impact on the learning or work context of the individual concerned’.
For more information visit The SpLD Assessment Standards Committee (SASC)
Personalised support effectively identifies your strengths and needs, enabling the creation of tailored strategies. This approach ensures that interventions are specifically designed to address your unique challenges, leading to improved outcomes and greater personal and professional growth.
Improved Outcomes lead to better quality of life, efficient goal achievement, and long-term success. They enhance personal growth and positively impact relationships, ensuring you navigate challenges effectively and enjoy a fulfilling life.
Enhanced self-awareness allows individuals to understand their emotions, strengths, and weaknesses better. This insight leads to improved decision-making, stronger relationships, and personal growth. By being more in tune with themselves, people can navigate challenges effectively, set realistic goals, and achieve a higher quality of life.
Better communication fosters stronger relationships, reduces misunderstandings, and enhances collaboration. It allows for clear expression of thoughts and feelings, leading to more effective problem-solving and decision-making. Improved communication skills also build trust and understanding, making interactions more meaningful and productive.
Following a confirmed booking, please complete our comprehensive questionnaire. This provides important and relevant background information ahead of the assessment itself. If necessary, questionnaires can also be sent to schools, colleges, or employers to gain their perspectives.
Assessments usually last between 3-4 hours and can take place in person or remotely.
Following the assessment, you will receive a detailed report, along with a one-to-one session, if required, where we can explain and explore the findings.
Following the debrief we can offer regular coaching to help implement strategies and insights derived from the assessment.
I would definitely recommend Carol at Discovering the Power of You because she was very helpful and understanding. She made me feel comfortable and safe talking about my experiences and struggles both inside and outside of school. With being in year 13 she is very persistent to make sure I have the correct access arrangements in place for my exams next year. The assessment was carried out very well, I didn’t feel rushed, she made sure every detail was accurate.
Thank you so much for your help
An evaluation to identify neurodivergent conditions such as dyslexia, ADHD, autism, and more (see overview for assessments provided by DTPOY)
Increased self-awareness, understanding of strengths and challenges, and identification of support needs.
It involves a series of tests and evaluations conducted by a qualified professional to understand your cognitive profile.
Usually between three to four hours, depending on the complexity of the evaluation.
Yes, the results and personal information are kept confidential and used only for providing appropriate support.
If you would like to know more then please get in touch for a free 30-minute discovery call.
