Quite a few parents find themselves dealing with various assessments during the turbulent school years — from attention deficit and hyperactivity disorders, through learning disability assessments, to communication difficulties.
There is broad public discourse today about these assessments and their benefits, but I will not go into that here, because I believe that any parent who takes their child for an assessment does so because they feel their child has a difficulty or need that is not being addressed, and that the desire to ease the child’s situation comes from a good and correct place.
Another issue related to these assessments often comes up for discussion — what to do with the results? Should you talk about them with the children or carry on as usual? Will the child feel better when there is an official “stamp” on their problem, or could this make things harder for them and label them going forward?
Even the need to ask these questions is wonderful and expresses a genuine desire on the part of parents to help their children.
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