MPA assesses a large number of gifted children, both with and without presenting problems. Sometimes, the question is simply, 'Is my child achieving their potential?' or, 'Is my child being taught in the right way?' There are also often questions about which school is most appropriate.
Gifted children also very often come with their own needs and issues, which might be due to a mismatch between their educational environment and their abilities, or might be because they have some form of learning need as well as core areas of giftedness.
Whatever the reason for thinking about an assessment, the central point is that gifted children are, by definition, unusual - and education aimed at the middle of the population may not be right for them. This is something that is not embedded in our education systems or our thinking about gifted children generally. It is very often not simply a case of doing the same things that are done with all children and hoping they flourish: they need specifically tailored education that takes account of the unusual way their brains are working and allows them to experience the full breadth of their talents, whatever that might be.
MPA uses a developmental cognitive neuropsychological model based on applied neuroscience. That means we relate neuropsychological findings from cognitive testing to the neuroscience evidence base to construct a detailed picture of how a child is functioning, where their talents really lie and, most importantly, how to realise that potential.
See:
Giftedness and Executive Functioning
Why Able Children Struggle to Learn – or Write
