Psychoeducational and Neurodevelopmental Assessments
Psychoeducational Assessments for International School Families
Our Assessments
Dyslexia
ADHD
Dyscalculia
Dysgraphia
Anxiety
Autism
All Learning Difficulties
When you know something isn’t adding up
You know your child. You see the capability, the curiosity, the moments where everything clicks. But you also see the homework that takes three hours, the reading that hasn’t moved, the reports that say “could try harder” when you know how hard they are already trying. Or perhaps a teacher has raised a concern, an exam is approaching, and you need answers before a deadline you didn’t set.
A comprehensive psychoeducational assessment tells you not just what your child finds difficult, but why, and exactly what to do about it. For internationally mobile families, it also produces documentation that travels with your child across schools, curricula, and borders.
Global Education Testing was built for families like yours. We deliver comprehensive Psychoeducational and Neurodevelopmental assessments, conducted by HCPC-registered educational psychologists who understand multilingual learners, the demands of different exam boards, and the realities of International school education.
What a psychoeducational assessment actually is
A psychoeducational assessment is a structured, multi-dimensional evaluation of how your child learns, thinks, and functions.
It begins with cognitive ability, the reasoning, memory, and problem-solving that underpin all learning, then examines how those abilities translate into reading, writing, and mathematics.
From there it explores executive functioning (planning, organisation, and working memory), attention, and emotional wellbeing including anxiety.
The value lies in the integration. By looking at your child through several lenses at once, standardised testing, behavioural rating scales, emotional measures, and direct observation, we can identify the pattern that explains the difficulty.
That lets us distinguish whether a struggle stems from a specific learning difference such as dyslexia or dyscalculia, an attention difficulty such as ADHD, an executive function weakness, or an emotional factor such as anxiety, rather than guessing.
For international school children this matters even more. A child may be learning in a language that isn’t spoken at home, carrying gaps from school transitions, or showing apparent difficulties that are really a feature of multilingualism rather than a learning disorder. Our psychologists are trained to tell the difference.
When to consider an assessment
Families come to us at different points. You might recognise your situation in one of these:
- A capable child is persistently underperforming and no one can explain why.
- A teacher or SENCO has flagged a concern about reading, writing, attention, or behaviour.
- An exam series is approaching and your child may need access arrangements such as extra time.
- Your child is moving schools or curricula and you want a clear, portable picture of their needs.
- A previous assessment was done years ago, or in another country, and is no longer accepted.
- You suspect dyslexia, dyscalculia, dysgraphia, ADHD, or autism, and want clarity rather than uncertainty.
What’s included
Each assessment battery is built around your individual child, shaped by the information gathered before testing begins through our secure, HIPAA and GDPR compliant portal. A typical assessment draws on:
- Cognitive assessment (WISC-V or WAIS-V): reasoning, working memory, and processing speed.
- Academic achievement (WIAT): reading, writing, spelling, and maths.
- Phonological processing (CTOPP-2): phonological awareness, memory, and rapid naming, central to identifying dyslexia.
- Handwriting and written output: handwriting speed, fluency, and endurance, used to identify dysgraphia.
- Executive functioning and attention (Conners-4, SNAP-IV, MOXO-CPT): focus, organisation, and task management, combining observer rating scales with an objective, performance-based measure of attention and impulsivity.
- Autism assessment (DISCO): Developed at the National Autistic Society, mapping developmental history and current functioning against DSM-5-TR and ICD-11 criteria.
- Visual-spatial processing and planning (Taylor Complex Figure Test): visual organisation, planning, and visual memory.
- Emotional and behavioural factors (Rotter, clinical observation): the wellbeing context that affects how a child learns.
Testing is conducted in English, but we know many parents are more comfortable discussing results in their first language. Our psychologists use real-time translation during consultations and feedback meetings, so you fully understand your child’s profile, the conclusions, and the recommendations, without language standing in the way.
What a Psychoeducational Assessment can unlock
Depending on the findings, your child may become eligible for accommodations that change their experience of school and exams: extended time, supervised rest breaks, a separate room, assistive technology such as text-to-speech or speech-to-text, modified paper formats, or the support of a reader or scribe.
The major boards, the International Baccalaureate, Cambridge International, Pearson Edexcel, and College Board, each have their own process for granting access arrangements. Our reports are structured to meet those requirements, providing the diagnostic evidence, assessment data, and professional recommendations they ask for. Where required, our educational psychologists can complete the JCQ Form 8.
Boards set their deadlines months ahead of the exams themselves, so timing matters. We work with you to make sure the assessment is completed in time for the application to be processed, with everything needed to support a first-time request without supplementary evidence.
The recommendations don’t stop at the exam hall. Every report includes practical, day-to-day guidance for classroom teachers, from seating and modified homework expectations to explicit teaching of organisational strategies, visual supports, and alternative ways of demonstrating knowledge.
Reports recognised worldwide
Our reports meet and exceed the documentation requirements of the major international examination boards, including the IB, IGCSE, A Level and AS Level (IAL), Advanced Placement, GED, SAT, ACT, PSAT/NMSQT, and IELTS.
They are also accepted by universities worldwide, including those with the most selective entry and specialised entrance examinations, among them the UCAT, BMAT, LNAT, MAT, STEP, TMUA, PAT, ENGAA, NSAA, TSA, HAT, ELAT, and the graduate and professional tests MCAT, LSAT, GAMSAT, GRE, and GMAT.
Whether your child is sitting IB exams in Switzerland, applying to Oxford from Dubai, or preparing for the MCAT in the United States, the report provides the documentation admissions offices and examination boards require.
Your diagnostic report
International families need reports that work across borders, satisfy examination boards, and give teachers guidance they can actually use. Every family receives a comprehensive written report, typically 20 to 30 pages, structured to serve all three audiences at once: you, the school, and the exam board.
All diagnoses are documented to DSM-5-TR criteria with corresponding ICD-11 codes, ensuring international recognition by schools, examination boards, and medical professionals.
Where a diagnosis is present, the report addresses specific or co-occurring learning differences including dyslexia, dyscalculia, and dysgraphia; attention and executive functioning difficulties such as ADHD; developmental conditions including autism; and social-emotional factors such as anxiety.
Technical scores are always paired with plain-language interpretation, so you understand what each measure means for your child.
How it works, from first contact to report
Beginning is straightforward.
Get in touch. Contact us through our family referral form, and our onboarding team will reply personally, addressing your situation and confirming next steps.
Background gathering. Once scheduled, we collect recent school reports, samples of written work, any previous assessments, teacher observations, relevant medical history, and the languages spoken at home.
Initial consultation. Before testing, we speak with you to understand the concerns in detail, discuss your child’s developmental and educational history, and explain exactly what the testing involves.
Assessment sessions. For students aged 12 and above, assessment is completed in a single four-hour session. For children under 12, it is split across two consecutive days of around two hours each, which keeps younger children focused and prevents fatigue.
Report and feedback. Reports are completed within 14 days of the final session. After delivery, we hold a detailed feedback consultation to walk you through the findings, explain what they mean in practical terms, and plan the next steps.
We can typically schedule an assessment within two weeks of initial contact, which means families facing urgent exam deadlines or school transitions can move quickly, without the long waiting lists common in many countries.
Every child deserves to learn in a way that recognises their strengths and addresses their challenges. An assessment isn’t about labelling. It’s about understanding. When you know why a child struggles, you can give the right support at the right time.