Learning Disability Assessments

This depends, if the delays in meeting milestones for cognitive, academic and life skill development that resulted in GDD being considered have been overcome as they have gotten older, then it is not necessary to follow this up with an assessment for Learning Disability.

However if your child is still significantly delayed in meeting the academic demands of school and struggle to complete everyday tasks to the same level that their same age peers can, then a Learning Disability assessment may be warranted. A prudent first step may be to discuss any concerns with their school teacher or SENCO.  

The in-home assessment takes approximately 4 – 6 hours, depending on the individual’s age, communication style, and need for breaks. We aim to complete all in-person components in a single day to minimise disruption and reduce stress. Your full report will be provided within 3 weeks, directly after the feedback session.

Many people feel more relaxed and themselves in their own space, especially those individuals with a Learning Disability. Home-based assessments allow us to see more natural behaviours and create a more comfortable, less clinical experience. It’s ideal for children, adults who find more formal settings anxiety provoking, or those who mask heavily in formal settings.

Our clinician will carry out a structured but friendly assessment, including:

• A developmental history (with the individual and/or parent/carer)
• A full cognitive assessment using the WAIS – IV or WISC – V
• Observations and informal discussion

We will take breaks as needed and move at a comfortable pace. The environment is kept calm, respectful, and person-centred.

Depending on age and needs, we will ask you to complete one or more ABAS – III questionnaires before the assessment. For school age children, depending on context, we may require their school or educational setting to complete a set of ABAS – III questionnaires. We will explain exactly what is needed during your initial telephone call.

Cognition refers to the mental process of acquiring and understanding information from your senses. It involves thinking, understanding language, expressing language, memory and attention. It is vital to development and learning in school.

A cognitive assessment is a formal, comprehensive assessment conducted by a Clinical Psychologist to assess cognitive abilities, including overall IQ, verbal and visual spatial skills, processing speed, memory, academic ability, attention and executive functioning.

While our standalone Learning Disability assessments focus on Learning Disability, we are highly experienced in recognising signs of co-occurring conditions such as:

• Autism
• ADHD
• Anxiety and mood differences
• Sensory processing challenges

If we observe traits consistent with another neurotype during the assessment, we will:

• Note this in your report
• Provide thoughtful commentary on how these traits may be impacting day-to-day life
• Offer clear, tailored recommendations for further assessment or support.

Our goal is to see the whole person, not just a diagnosis, and to help you find clarity and direction, whatever your support needs may be.

No referral is required. You can self-refer at any time. However, we’re happy to collaborate with your GP, NHS professionals, or school.

For many people, a diagnosis brings relief, clarity, and a deeper understanding of themselves or their child. It can open doors to support, accommodations, and connection with others. We also provide practical recommendations for school, work or family settings based on the outcome.

Yes. Many children with a mild Learning Disability compensate well in structured environments like school but struggle at home. We take input from both settings to build an accurate picture.

Yes. Our reports are detailed and professional, and are often used to support SEN provision, EHCP applications, University disability services, or workplace accommodations.

If the assessment does not indicate Learning Disability, we will still provide a detailed report outlining observations and possible next steps for further support (e.g. Autism, anxiety, trauma-informed care). We aim to make the process helpful regardless of the outcome.

Yes. We regularly assess teenagers and adults who may be seeking a diagnosis later in life. Our process takes into account masking, burnout, and mental health and emotional regulation difficulties, which are common among those lately-diagnosed with a Learning Disability (especially women and those from underrepresented backgrounds).

Preparation is simple! Generally, it’s useful to:

• Find a quiet, comfortable space at home for the clinician’s visit
• Gather any relevant reports, school records, or previous assessments if you have them
• Think about key developmental milestones and challenges you want to discuss
• Have favourite toys, books, or activities ready (especially for children)
• Talk with your child about the visit in a calm, positive way — reassuring them that the clinician is there to help and that there’s no ‘right’ or ‘wrong’ answer
• Complete any pre-assessment questionnaires we send

Feel free to ask us any questions before the day — we’re here to support you every step of the way.

Waiting for assessment results can be a stressful time. Here are some things that might help:

• Keep a journal or notes on your experiences, feelings, and any questions you want to ask at the feedback session
• Reach out to peer support groups or local Learning Disability organisations for community and advice
• Consider self-help resources focusing on wellbeing, sensory needs, or social skills (we can recommend trusted materials)
• Maintain routines and strategies that support comfort and reduce anxiety
• Contact us anytime if you have urgent concerns or need guidance during the waiting period

Remember, the wait is temporary, and we’re committed to providing timely, thorough feedback to help you move forward with confidence.

People with a Learning Disability, like the rest of us, dislike being labelled and always described in terms of their disability; those providing support for them should value and respect their individuality. However, it may be useful to know the causes of someone’s Learning Disability; for example, some syndromes or impairments are associated with certain medical conditions. Understanding the possible cause will help support them to stay healthy.

For many people, the cause of their Learning Disability is never known, but for others this can be identified. The possible causes are usually grouped into the four categories listed below:

Before birth or pre-natal: this covers genetic or ‘congenital’ causes, including;

Down’s syndrome or Fragile X syndrome, as well as other things that affect a baby before it is born, such as drug or alcohol use by the mother.

During birth or peri-natal: this includes oxygen deprivation during birth, which can lead to brain damage. It can also include injury to the baby because of complications during birth, and difficulties resulting from premature birth.

After birth or post-natal: covers causes such as illnesses, injury or environmental conditions, for example, meningitis, brain injury or children being deprived of attention to their basic needs – undernourished, neglected or physically abused.

Multiple causes: this refers to when a person’s Learning Disability is caused by a combination of before, during and after birth factors.

A Learning Disability is a reduced intellectual ability and difficulty with everyday activities, which affects someone for their whole life. People with a Learning Disability tend to take longer to learn and may need support to develop new skills, understand complicated information and interact with other people.

The level of support someone needs depends on the individual.

A mental health condition can be treated with medication and therapy and may therefore be temporary. It’s important to note that someone with a Learning Disability can also have a mental health issue, just like anyone else.

The term Learning Disability covers a broad range of individuals, each with different strengths and capabilities, as well as needs. Knowing the degree of intellectual impairment a person has tells you very little about who they are, but these terms may help the person and those who support them in understanding the needs they may have, and the kinds of support they may require. When providing care and support the person should always come first and the label or category second.

In the UK we have used the terms profound, severe, moderate and mild to describe people with Learning Disabilities, but there are no clear dividing lines between the groups. Furthermore, there is no clear cut off point between people with mild Learning Disabilities and the general population and you may hear the term borderline Learning Disability being used.

In the past, diagnosis of a Learning Disability and understanding of a person’s needs was based on IQ scores; today the importance of a holistic approach is recognised, and IQ testing forms only one small part of assessing someone’s strengths and needs. Assessments of adaptive function focuses on how people can manage their daily living skills and what support they may need; this form of assessment is considered more useful in assessing the impact of any Learning Disability on a person than an intelligence test.

People with profound intellectual and multiple disabilities may have the highest levels of care needs in our communities. They have a profound intellectual disability (an IQ of less than 20) and in addition they may have other disabilities such as visual, hearing or movement impairments, or they may have Autism or epilepsy.

Most people in this group need support with mobility and many have complex health needs requiring extensive support. They may have considerable difficulty communicating, doing so non-verbally, and characteristically have very limited understanding. In addition, some people may need support with behaviour that is seen as challenging.

People with a severe Learning Disability have an IQ of between 20 and 35; they may often use basic words and gestures to communicate their needs. Many need a high level of support with everyday activities, but they may be able to look after some if not all of their own personal care needs. Some people may have additional medical needs and some need support with mobility issues.

People with a moderate Learning Disability have an IQ of 35 to 50 and are likely to have some language skills that mean they can communicate about their day to day needs and wishes. Some people may need more support caring for themselves, but many will be able to carry out day to day tasks.

People with a mild Learning Disability have an IQ of 50 to 70 and are usually able to hold a conversation and communicate most of their needs and wishes. They may need some support to understand abstract or complex ideas. People are often independent in caring for themselves and doing many everyday tasks. They usually have some basic reading and writing skills. People with a mild Learning Disability quite often go undiagnosed.

According to the Public health England website (https://www.improvinghealthandlives.org.uk/numbers/howmany/), it is estimated that there are about twenty people in every thousand who have some form of Learning Disability. However, out of the twenty people in every thousand with Learning Disabilities, only five of these people are known and supported by the local health and social services. The rest are living independently with no special help.

No. ADHD is often mistaken for a Learning Disability, but it is a learning difficulty that does not affect someone’s intellect generally.

GP Learning Disability registers are a record of all the people registered with the practice that have a Learning Disability. This is different to the Register of Disabled Children that all local authorities are required to keep.

You can be added to the Learning Disability Register at any age and from the age of 14 be offered an annual health check by your GP surgery.

The GP Learning Disability register enables practice staff to identify children, teenagers / adults and their families who may need extra help or support to access healthcare. Anyone with a Learning Disability can ask to go on it.

By being on the Learning Disability register you or your child will be able to get a free

Annual Health Check from the age of 14 upwards together with a Health Action Plan

Annual NHS flu vaccination

NHS Covid-19 vaccinations/boosters

If you are their main carer, you can also be registered as a carer in order to make sure that you can support them to attend appointments.

Yes, a annual health check is important because it can spot health issues that need treatment before they become serious. Annual health checks also help identify any reasonable adjustments GPs can make to improve your healthcare – or the healthcare of the person you’re caring for.

Every person with a Learning Disability has the right to an annual health check. Quite often, people with a Learning Disability have a health need that isn’t met or detected – annual health checks help to spot early warnings for new conditions and monitor existing conditions.

They cover things linked to physical health and mental health, and also healthy lifestyle such as good foods to eat and doing exercise.