Although it is perfectly reasonable to avail yourself of free testing through your child’s school, there are some reasons why an independent assessment may be a better choice for you.
To protect your child and receive the best testing results possible, discuss the above issues with your school officials. Don’t be afraid to ask questions; your child’s well-being is at stake. A bad testing situation and report can be worse than none at all. Be sure you are comfortable with whatever choice you make; choosing someone to test your child’s cognitive abilities and academic levels is as important as choosing a pediatrician.
Contrary to many people’s view of what it means to be gifted or learning disabled, the two “conditions” can occur together -- and with greater frequency than one might expect. When a child is unhappy or underachieving in school, it may be the result of an undiagnosed learning disability. A learning disability in a child who is also intellectually gifted can be very frustrating and confusing to the child, the parents, and educators. Here are some “signs” to look for as a screening for students who may need to be professionally tested:
There are many different types of learning disabilities with all degrees of severity. Some problems are so mild that they go undetected for years until the student begins experiencing serious difficulty in school. Gifted children, in particular, are often able to compensate for weaknesses for a period of time by relying on their strengths.
In general, if a child is performing inconsistently, there is conflicting information about his/her learning potential, or there is a discrepancy between suspected ability and actual achievement, it is generally best to seek help from someone professionally trained to diagnose both exceptional abilities and/or a learning disability.
It is important to identify a learning disability as soon as possible so that the appropriate remediation and programming can be started. The earlier the problem is diagnosed, the easier it is to deal with and the greater the possibility of academic success for the child. Left unattended, a learning disability will only get worse. It will not go away and children do not outgrow it. And, if a child struggles with a learning problem throughout grade school, his/her self-esteem and motivation may all begin to deteriorate. By the time a child with a learning disability is identified in late adolescence, the problem is usually much more complex and difficult to work with because it is no longer just an academic problem. It is also a social, emotional, and family problem.
More information is available at:
Yes. In particular, we have a great deal of expertise with gifted children who have a wide variety of learning difficulties. We do not, however, provide services for students who have severe developmental disabilities or serious psychiatric disorders.
There are many reasons for unhappiness or underachievement in school. For example, gifted children are often inappropriately placed in educational programs where they are under-challenged and frustrated. Certain temperament and/or family interaction patterns can set the stage for negative academic attitudes and behavior. A mismatch between a child’s learning style (especially if it is a strong preference that is inflexible) and the classroom situation can also result in academic underachievement. Finally, sometimes underachievement is the result of an undiagnosed learning disability. To sort out the reason for your child’s underachievement, you may want to consider an evaluation through the DCC.
Does the DCC test preschoolers?
Testing of four- and five-year olds is available and is often helpful in making educational decisions. The DCC does not test children younger than four, although we may offer consultations to parents of children younger than four.
No. Our expertise is in working with talented and gifted students, but our services are open to all students.
No. The DCC serves a wide population of students.
Some of the DCC’s services are available without traveling to Baltimore:
Psycho-educational testing is the only service for which students must come to the DCC's Baltimore office.
A portion of psycho-educational testing may be covered by insurance. Check with your insurance company to see if they cover psychological testing. The DCC’s other services are not covered by insurance.
We do not use a fixed battery in our assessments; the tests we select are based on the reason for referral and the questions that need to be answered. An assessment battery, however, will typically include the following:
Some of the tests that we use in the DCC include:
We request that all parents interested in ability or achievement testing, educational consultations, and/or psycho-educational evaluations complete our four-page intake form. Our staff psychologists carefully review and discuss the information on the form to determine, first of all, if the Diagnostic and Counseling Center is able to answer the questions that a parent has. In cases where it is determined that the DCC is not the right place to meet the needs of a particular child, one of our staff members will contact the parents to explain why. When our staff psychologists determine that the DCC’s services are appropriate for a child, the intake information is used to make a plan for the assessment or consultation.
The Intake Fee is a nonrefundable processing fee that covers the time that our psychologists devote to reviewing the intake information.
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