When reading, writing or maths remains difficult, understanding the person’s needs is the first step. This guide helps families ask about assessment, school adjustments and disability supports.
Learning difficulty or specific learning disorder?
Learning difficulties have many possible causes, including gaps in teaching, hearing or vision problems and other conditions. A specific learning disorder involves persistent difficulty with particular academic skills despite appropriate instruction and support. It is different from intellectual disability. DSF explains these distinctions.
Reading difficulties are commonly called dyslexia, written-expression difficulties dysgraphia, and maths difficulties dyscalculia. These can overlap. Explore our guide to the different learning needs.
Notice patterns, rather than diagnosing from a checklist
Repeated difficulty with reading, spelling, written work or number tasks can be a reason to seek advice. Difficulty concentrating or following instructions alone does not identify a learning disorder. Healthdirect explains signs and assessment.
- Keep examples of work and note which tasks are difficult.
- Ask what teaching and extra support have been tried, and how progress is measured.
- Include the learner’s strengths, interests and views in the conversation.
Ask about an assessment
Discuss concerns with the school and your GP. A psychologist with relevant learning-assessment experience can investigate the learning profile and whether diagnostic criteria are met. Other professionals may assess hearing, vision, language or movement where needed. See DSF’s explanation of the psychologist’s role.
Assessment for support planning can begin before a diagnosis. A diagnostic assessment also considers previous targeted teaching and the response to it. DSF explains the different assessment pathways; you do not need to delay asking for help.
Make the support plan practical
Ask the school or practitioner to explain the recommended teaching, adjustments and review process. Choose a few clear goals together and record what helps. Support should match the assessed needs rather than a label alone.
- Ask which skill the support targets and who will provide it.
- Agree how the learner can show their knowledge and ask for help.
- Trial any suggested tools and check whether they actually help.
School support and NDIS funding
Schools are responsible for teaching, learning assistance and education-related adjustments. These are not automatically NDIS-funded because a student has a disability. See the NDIA’s list of supports that are not NDIS supports.
A learning-disorder diagnosis alone does not establish NDIS eligibility. Disability supports must meet the NDIS funding criteria. Check your approved plan and ask who is responsible for each support before agreeing to costs.
Your questions, answered
Are ADHD and autism specific learning disorders?
They are different conditions, but can occur alongside a specific learning disorder. Assessment should consider the person’s full learning and support needs, rather than assuming one label explains every difficulty.
Does a checklist confirm a diagnosis?
No. Similar difficulties can have different causes. An appropriately qualified professional needs to consider learning history, assessment results and the support already provided.
Should we wait for a diagnosis before asking the school for help?
No. Discuss concerns and support planning with the school now. Ask what adjustments and targeted teaching can begin, and whether an assessment would help.
Discuss your support needs
For disability-related everyday support, contact Unify to discuss your goals, funding and available services. Ask the school about educational support and a suitable practitioner about assessment. Guidance checked 3 October 2026.
