Contents:
- Can a pupil with ADHD be assessed? How can I get support for my child?
- How does a child with ADHD cope?
- How can I obtain an assessment to tailor support to my child’s individual needs?
- What is the difference between a ruling and an opinion?
- Forms of support following the issuance of a decision on the need for special educational needs
- Bibliography
- Related articles
Can a pupil with ADHD be assessed? How can I get support for my child?
The administrative procedures involved in a child’s diagnosis can be overwhelming for many parents. This is particularly true when, for the first time, there is a need to obtain an assessment or a report from a psychological and educational counselling centre. These documents determine the extent of the support the school will be able to provide for the child, as well as the degree to which requirements are adapted to their abilities.
At the Dialog Centre for Children and Families, we are here to help parents and carers approach this topic with greater peace of mind. In this article, we answer all your questions and dispel any doubts you may have.
What is the difference between an opinion and a ruling, who issues them, and what support can you receive once you have received them?
How does a child with ADHD cope?
Patients with ADHD experience difficulties in three areas.
- The first relates to problems with concentration – the child’s focus on a single task is short-lived; they are easily distracted and quickly shift their attention to another stimulus.
- The second area is impulsivity – reactions occur immediately, before the child has had time to think them through. They cut people off, interrupt, act rashly, often without realising the consequences.
- The third is excessive physical activity – difficulty staying still, fidgeting, and a need to move even in situations that require quiet.
Not every child displays all the symptoms, and their severity varies from child to child. The specific nature of the difficulties and the assessment of the child’s needs are determined by the specialist conducting the diagnostic process. The final stage of the entire procedure is the issuance of a report.
How can I obtain an assessment to tailor support to my child’s individual needs?
At the Dialog Centre for Children and Families, the diagnostic process takes between 3 and 6 sessions, during which the diagnostician interviews the parents, observes the child’s behaviour and carries out the necessary tests and questionnaires. It is the psychiatrist’s responsibility to make the final diagnosis.
At the final meeting, parents receive a report issued by our Centre (the Private Psychological and Educational Counselling Centre).
The document has been drawn up in accordance with the guidelines and takes into account the elements required in the work of schools and educational establishments, which means that it can serve as a basis for personalised teaching or for providing a child with additional forms of support at school.
If a child is diagnosed with ADHD, they do not receive a statement of special educational needs. In such cases, a parent or carer may apply for an assessment from a psychological and educational counselling centre. It is on this basis that the school plans educational support for a pupil with ADHD. An opinion issued by the Dialog Centre for Children and Families – as a document from a non-public psychological and educational counselling centre entered in the Register of Schools and Educational Institutions (RESPO) – is recognised by schools and may form the basis for implementing adjustments.
Do you need some help?
ADHD diagnosis at the Dialog Centre for Children and Families
Book a consultation and we’ll help you choose a diagnostic pathway tailored to your child’s needs.
What is the difference between a ruling and an opinion?
A distinction must be made between two separate documents relating to pupils’ special educational needs: the decision on the need for special education and the psychological report confirming the diagnosis.
As we mentioned earlier, in the case of ADHD, parents and carers can apply for an assessment – the assessment does not constitute a diagnosis of ADHD.
Assessment of the need for special educational needs
A decision on the need for special educational needs is issued to a pupil whose developmental, emotional or health-related difficulties make it difficult for them to learn in a mainstream school environment. Such a document is issued by a public psychological and educational counselling centre following a comprehensive assessment. On this basis, it confirms that the child requires adjustments to working methods, teaching approaches and the organisation of lessons.
Once the assessment has been submitted to the school, the school is obliged to implement appropriate measures in accordance with the Regulation of the Minister of National Education of 9 August 2017 on the conditions for organising education, upbringing and care for children and young people with disabilities, who are socially maladjusted or at risk of social maladjustment. On the basis of this document, the school is able to obtain additional funding to adapt the educational process to the pupil’s specific needs.
A decision on the need for special educational needs is issued, amongst other things, in the following cases:
- a mild, moderate or severe intellectual disability,
- mobility impairment,
- autism spectrum disorders,
- visual or hearing impairment,
- multiple disabilities (i.e. the co-occurrence of several types of disability),
- serious behavioural and emotional disorders, social maladjustment or a risk of social maladjustment.
Psychological assessment
At the ‘Dialog’ Centre for Children and Families, a private psychological and educational counselling centre, we prepare an assessment report documenting a diagnosis of hyperkinetic behavioural disorder, which describes the child’s functioning and helps schools to understand their needs.
In the case of an ADHD diagnosis, the report includes a description of the child’s difficulties and strengths, as well as guidance on organising their learning and daily school responsibilities. In cases of ADHD alone, the primary document is the assessment report from the counselling centre – a decision on the need for special educational needs is issued only in specific situations. This applies to children who, in addition to ADHD symptoms, exhibit difficulties falling within the category of social maladjustment or a risk of maladjustment. In such cases, the assessment from our Centre may form part of the documentation required when applying for a certificate.
In many schools (by decision of the headteacher), the assessment issued by our specialists is sufficient grounds for implementing appropriate support for the child – such as personalised teaching, adjustments to educational requirements, or enrolment in therapeutic sessions.
Each assessment is carried out using a biopsychosocial model, which enables us to view the child holistically – taking into account their temperament, family relationships, school environment, level of emotional maturity and the way they respond to stimuli.
Why is it worth applying for a diagnostic report from private clinics listed in the RSPO (Register of Schools and Educational Institutions)?
- At the Dialog Centre for Children and Families, we begin the process as soon as a request is made and the first consultation is arranged – usually within a few days, rather than weeks.
- Consultations are held at times that suit you.
- At our Centre, the diagnostic process is carried out by an interdisciplinary team comprising a psychologist, an educationalist, a sensory integration therapist, a speech and language therapist and a child psychiatrist.
- Parents receive a full explanation and interpretation of the results, along with recommendations for work at home.
- An assessment carried out at the Dialog Centre for Children and Families may serve as the basis for submitting an application to a public counselling centre for a decision on the need for special educational needs.
A private psychological and educational counselling centre registered with RESPO is authorised to issue documents recognised by schools and other educational institutions. The Dialog Centre for Children and Families has this status, so the reports issued by our Centre can be included in a pupil’s school records and form the basis for the provision of practical educational support.
Do you need some help?
ADHD diagnosis at the Dialog Centre for Children and Families
Book a consultation and we’ll help you choose a diagnostic pathway tailored to your child’s needs.
Forms of support following the issuance of a decision on the need for special educational needs
In the case of ADHD, the key school document is the report from the psychological and educational counselling centre. On the basis of this report, the school may tailor the requirements and organisation of the pupil’s work to their individual needs.
A decision on the need for special educational needs primarily concerns pupils with intellectual disabilities, autism, multiple disabilities, hearing, visual or mobility impairments, as well as pupils who are socially maladjusted or at risk of maladjustment. For a child with ADHD, such a decision is only made if, in addition to symptoms of hyperactivity and impulsivity, there are serious difficulties in this area.
At the Dialog Centre for Children and Families, support for children with ADHD takes the form of comprehensive therapeutic assistance that combines emotional, social and cognitive development. When determining the most appropriate forms of support, we always take into account the findings set out in the assessment report – our assessment model considers the child’s age, psychological and physical capabilities, their individual difficulties and the needs arising from their diagnosis.
Parents do not have to make decisions on their own. Our specialists are here to help plan appropriate support for pupils – not only at school (by issuing reports on their developmental and educational needs), but also outside school, by offering the opportunity to attend classes, workshops and specialist consultations.
As well as group sessions at the Dialog Centre for Children and Families, we also offer individual therapy sessions and consultations for carers. Parents are given advice on how to respond to impulsive behaviour and how to support their child in everyday situations.
Bibliography
- Regulation of the Minister of National Education of 9 August 2017 on the conditions for organising education, upbringing and care for children and young people with disabilities, those who are socially maladjusted and those at risk of social maladjustment.
- Charzewski, P. (2024). Legal and social issues concerning the assessment of disability in neurodiverse individuals. Wrocław: E-Wydawnictwo. Digital Library of Law and Economics. Faculty of Law, Administration and Economics, University of Wrocław.
- Borkowska, A. (2010). The organisation of psychological and educational support for pupils with ADHD in the Polish education system. Psychiatry and Clinical Psychology, 10(3), 218–223.
Read more
Related articles
ADHD and autism – similarities and differences in functioning
Autism and ADHD are two neurodevelopmental disorders which, despite having different diagnostic criteria, can often occur together and co-occur in the same person. Modern diagnosis and in-depth assessment are making it increasingly possible to distinguish between their characteristic symptoms and to identify instances where they may occur together or overlap in the functioning of children […]
Hyperactivity – symptoms, causes and ways of coping
Hyperactivity is a term that is cropping up more and more frequently in discussions about the mental health of children, young people and adults. It is sometimes equated solely with an excess of energy, but in reality it is a far more complex phenomenon. It can affect emotions, behaviour, concentration and day-to-day functioning at home, […]
Hyperfixation – what is it, how does it work, and how does it affect day-to-day functioning?
Hyperfixation is a phenomenon that is increasingly being discussed in the context of mental health and neurodiversity. Although it is sometimes confused with passion, commitment or high motivation, it actually operates on a different mechanism and can significantly affect day-to-day functioning. For some people, it is a source of satisfaction and a sense of purpose; […]
The ADHD spectrum – symptoms, types and support strategies
ADHD (attention-deficit/hyperactivity disorder) is increasingly described not as a homogeneous disorder, but as a spectrum of symptoms and ways of functioning. This means that people with ADHD can vary greatly from one another – both in terms of the difficulties they face and the resources they have. Understanding the ADHD spectrum helps us to recognise […]
What is dysorthography? Symptoms, causes and treatment methods.
Not every typo is down to a lack of care, and not every spelling mistake is the result of rushing. Dysorthography affects thousands of children who know how to follow the rules of correct spelling but are unable to put that knowledge into practice. Why is that? What is dysorthography? What are its symptoms and […]
Autism spectrum assessment – a step-by-step guide to diagnosis
Autism is a complex issue, and the subject is attracting increasing interest amongst both parents and professionals working with children and adults. More and more children are being referred to specialist clinics on the suspicion that their development is different, with the child’s difficulties being particularly evident in social interactions, communication or behavioural patterns. This […]
Do you need some help?
ADHD diagnosis at the Dialog Centre for Children and Families
Book a consultation and we’ll help you choose a diagnostic pathway tailored to your child’s needs.
Book a consultation