Some students have complex learning profiles that are not well understood by parents and teachers and cannot be fully understood by typical standard psycho-educational assessments.
It could be that a student may have a known developmental disorder, a neurological illness (e.g. epilepsy, brain tumour), or a neurological injury (e.g. brain injury) that can have a direct impact on thinking skills. It is also sometimes the case that a student may never have been formally diagnosed with any particular neurological disorder. However, they may have complex developmental or medical histories and also appear to have unusually developed abilities that can result in challenging educational experiences.
School Neuropsychology assessments can be valuable in order to assess some specific areas of thinking skills that may directly impact learning (e.g. memory, speed of thinking), in order to get a more complete picture of a student’s areas of strength and weakness. With a deeper understanding of one’s abilities, more specific, targeted educational interventions, learning strategies and accommodations can often be suggested.