The Foreign Service Journal - December 2013 - page 90

90
DECEMBER 2013
|
THE FOREIGN SERVICE JOURNAL
EDUCATION SUPPLEMENT
The exercise can help ease the
frustration that both you and your
child may be experiencing.
before sharing it with the school or with
other professionals. You will then know
exactly what information the school
is seeing, and also be in a position to
contact the evaluator before it is shared
should there be any misinformation
included in the report.
Typical Outcomes
In most cases, parents are correct in
perceiving that their child has difficulty in
one or more areas. As part of the evalua-
tion process, diagnoses are made to assist
in identifying these areas of weakness
more precisely.
Typical findings as a result of psy-
choeducational evaluation are learning
disorders (e.g., reading disorder, mathe-
matics disorder and/or writing disorder),
language disorders (e.g., weakness in
expressive language, receptive language
and/or auditory processing) and atten-
tion disorders (with or without executive
dysfunction).
Additional factors that may contribute
to your child’s struggle may include prob-
lems with retention, processing speed or
anxiety.
In some instances, parents have no
concerns regarding their child’s learning.
They simply want their child to under-
stand how he or she learns, and how best
to study. In these cases, the evaluation
may lead not to a diagnosis, but to strate-
gies for learning most efficiently and
effectively.
How to Use a Psychoeducational
Evaluation
Once you have had your child evalu-
ated and received the report, what do
you do with the information? While
some parents are concerned with the
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