The word “learning” is an umbrella term encapsulating multiple different methods of how individuals perceive/understand incoming stimuli, store, and manipulate the information, and retrieve it. Learning can be spontaneous or calculated, there is short-term and long-term learning, as well as auditory or visual learning etc. In other words, there are a lot of cognitive resources that underlay our learning. Through undergoing a neurocognitive assessment, we can help to pick apart which aspects of learning are a relative and personal strength/weakness. Thus, our formulation aids in illustrating an individual’s independent learning characteristics (general intelligence, memory, processing speed, spatial awareness etc.). In turn, we can advise the relevant clinical recommendations which can help to address the fundamental difficulties and expand your strengths further. Our practitioners have experience in the following assessments:​

General Cognitive Assessment ​

Put simply, a cognitive assessment looks at your learning processes holistically. It tests for your overall acquisition in comparison to standardised norms using a variety of tests, known for their validity. A general cognitive assessment therefore pinpoints your personal strengths and weaknesses whilst simultaneously comparing your strengths and weaknesses with the average norms for your age group. The strengths and weaknesses refer to a variety of cognitive processes including logical reasoning, different types of memory, visual-spatial learning,  mathematical abilities, common knowledge, and comprehension. As a general cognitive assessment integrates a range of cognitive processes, it also provides insight into whether further testing is needed for a Specific Learning Difficulty (such as Dyslexia, Dyscalculia, Dysgraphia, and Developmental Coordination Disorder).


In accordance with the British Dyslexia Association (2010), Dyslexia is defined as a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Generally, differences in phonological perception (how you recognise different letters), grammar, verbal memory, and processing speed are common with Dyslexia. Although it is important to note that different people will present with different difficulties, and the intensity of these difficulties also vary from one person to another.


Dyscalculia is defined as a difficulty with numbers; this difficulty is specific to understanding numbers and generalises to individual weaknesses within arithmetic tasks. Often, indicators of dyscalculia include struggling with ordering numbers, a misunderstanding of what numbers mean/represent, and visual misconceptions which persist irrespective of teachings.

Developmental Coordination Disorder (DCD)

DCD is often seen during the developmental milestones of childhood. This refers to the physical co-ordination of an individual, and how they manoeuvre compared to age-matched peers. Indicators of DCD include difficulty with fine motor skills (using your hands to make precise movements such as getting dressed) and gross motor skills (such as sitting with crossed legs and playing catch).


Dysgraphia refers to an individual’s writing, with illegible handwriting being the biggest indicator of this as people with dysgraphia experience difficulty with forming certain letters/ words, have the incorrect spelling of terms (even when copying a term), and capitalise words in the incorrect places.

If you would like to enquire about a different neurocognitive assessment, please send an email to and we will endeavour to assist you further.

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