Dyslexia is a specific learning difficulty that affects reading, spelling, and written expression. Children with dyslexia may read slowly, mix up letters, or avoid tasks involving reading and writing. It is not related to intelligence and does not reflect how capable a child is in other areas. Identifying dyslexia early helps schools put supports in place, and allows children to use strategies that make literacy tasks more manageable. With the right help, children with dyslexia can thrive in school and beyond.

Dyscalculia is a specific learning difficulty that affects understanding of numbers and mathematical concepts. A child with dyscalculia may struggle with basic operations, remembering number facts, or making sense of time, money, and measurement. These difficulties can cause frustration and avoidance of maths, even when a child does well in other subjects. Assessment clarifies whether maths struggles are due to dyscalculia or another cause, and provides tailored recommendations for support at home and in school.

Dysgraphia is a learning difficulty that makes writing harder than expected for a child's age or ability. It can affect handwriting, spelling, and how easily ideas are put onto paper. A child may know exactly what they want to say but struggle to show it in writing.

Dyspraxia, also called Developmental Coordination Disorder (DCD), affects movement and coordination. Children may seem clumsy, find tasks like using cutlery or sports more difficult, or struggle with planning and organisation in schoolwork. These challenges are not linked to intelligence, but they can impact confidence and daily life.

A psychoeducational assessment combined with an Occupational Therapist input helps to identify these needs and give parents, teachers, and the child practical strategies that support progress at home and in school.

School readiness screening helps identify whether a young child has the foundation skills needed to settle into school. It looks at areas such as language, memory, attention, motor skills, and social development. Early difficulties with these skills can make the transition to school harder and may affect confidence. Screening provides clear guidance for parents and teachers on how to support a child before and during the first years of school, giving them the best possible start.

Initial screening for emotional and behavioural concerns for Autism is completed initially to ensure this assessment is the most appropriate for your child's needs.

EEPC offers an Educational and multidisciplinary Autism identification to better understand your child's learning profile or developmental needs; guiding clear, evidence-based interventions.

At EEPC the psychologist will look for certain criteria to establish that an ADHD assessment is appropriate through the initial consultation process.

The Psychologist will review that the child has at least 6 symptoms of inattention, and/or 6 symptoms of hyper-activity-impulsivity. Symptoms have been present before age 12 years and have been present and pervasive for at least 6 months. Symptoms occur across multiple settings (e.g. at home and school).

Please note we cannot offer or prescribe medication if an ADHD diagnosis is provided. This must be done through a paediatrician, GP or another recognised medical professional (e.g. psychiatrist).

Exam accommodations, such as RACE (Reasonable Accommodations at Certificate Examinations), are designed to ensure students with learning or attention difficulties are not disadvantaged during exams. Supports can include a reader, scribe, spelling and grammar waiver, use of technology, or smaller exam settings. Assessments provide the formal evidence schools need to apply for these accommodations. Having this support in place helps students show their true ability in exams, reducing stress and giving them a fair chance to succeed.