Scoring Interpretation

• 21-30 Points: High Indication
  • This score range suggests that your child may be exhibiting multiple signs consistent with a learning disability. These signs can manifest as persistent difficulties in reading, writing, understanding mathematical concepts, or in processing and retaining information.
  • Key Action: It is crucial to arrange for a comprehensive evaluation by educational professionals. This could involve assessments by a special educational needs coordinator (SENCO), educational psychologist, or a child psychologist. Such evaluations are vital in diagnosing specific learning disabilities like dyslexia, dyscalculia, or others, and in understanding your child’s unique learning profile.
• 11-20 Points: Moderate Indication
  • A score in this bracket indicates that there are some signs which might suggest learning difficulties, although they might not be as pronounced or consistent as those in the higher score range.
  • Key Action: Continuous monitoring of your child’s academic and social progress is recommended. Engage in open dialogue with your child’s teachers and consider discussing your concerns with a child psychologist for early intervention. Early identification of any potential issues can greatly benefit your child in receiving the necessary support and accommodations.
• 3-10 Points: Low Indication
  • A low score suggests occasional challenges, which may not necessarily indicate a learning disability. These challenges could be part of typical child development or due to other external factors.
  • Key Action: Maintaining a watchful eye on your child’s academic and overall development is advisable. Regular communication with teachers can provide insights into your child’s learning style and any areas where they might need additional support.

Recommendations:

• Seek Professional Evaluation
  • If your child’s score suggests a possible learning disability, promptly seeking a professional evaluation is critical. In the UK, this might involve liaising with your GP, your child’s school, or directly contacting an educational psychologist.
• School and Teacher Collaboration
  • Foster a collaborative relationship with your child’s school. This includes regular meetings with teachers and, if applicable, the school’s SENCO. Collaboration with the school can result in tailored support strategies within the classroom, including individual education plans (IEPs).
• Learning Support
  • Explore various support services available both within and outside the school environment. This could include tutoring, speech and language therapy, or occupational therapy, depending on your child’s needs. Special educational programmes or resources can also be beneficial.
• Parental Involvement and Support
  • Your involvement in your child’s learning journey is fundamental. This involves not only supporting homework and school activities but also creating a nurturing and encouraging environment at home. Understand your child’s needs and advocate for them when necessary.
• Regular Monitoring
  • Continuously monitor your child’s progress. This can involve regular check-ins with teachers, tracking academic performance, and observing behavioural and social development. Adjustments to support strategies might be required as your child grows and their needs change.

Remember, early intervention and support can significantly help children with learning disabilities to succeed academically and in other areas of life.