A psychoeducational assessment is a detailed evaluation that looks at how a child learns, thinks, and processes information. It explores areas such as memory, attention, problem-solving, academic skills, and emotional well-being. The goal is to understand a child’s learning profile and how their strengths, challenges, and medical or developmental factors might influence school performance.

For children with congenital heart disease (CHD) or other complex medical needs, these assessments can be an important tool to support long-term learning and success. Some children may have subtle or emerging learning difficulties that become more visible as academic expectations increase. Understanding how your child learns can help families and educators make informed decisions early.

When Should an Assessment be Considered?

Families often consider a psychoeducational assessment when learning, behaviour, or daily functioning challenges persist over time. Assessments can be helpful at any age, but key moments include starting school, moving to a new grade level, or when academic or emotional demands increase.

You may want to explore an assessment if you notice:

• Ongoing difficulties with attention, memory, organization, or processing information.
• Teacher concerns about learning progress, behaviour, or emotional regulation.

• Increased frustration, anxiety, or avoidance around schoolwork.
• Medical factors (such as CHD) that may influence learning or executive function.
• You need documentation to access school supports or develop an Individualized Program Plan (IPP).
• Others consistently reporting concerns.

Additional steps to consider:

• Talk with your child’s school to review concerns, gather classroom observations, and learn what support options exist.
• Ask about assessment pathways in your school district, including eligibility and wait times.
• Explore private assessment costs and potential coverage through insurance, funding programs, or payment plans.
• Clarify what documentation the school needs for accommodations or an IPP so the assessment aligns with future planning.

For younger children, early developmental assessments may provide a first look at learning and developmental needs. As children enter elementary school, a psychoeducational assessment can offer deeper insights into academic and cognitive functioning, typically conducted by a registered psychologist.

Who Completes the Assessment?

Assessments are usually conducted by a registered psychologist who specializes in education and child development. They use standardized tools and work closely with parents, teachers, and sometimes healthcare providers to form a full picture of the child’s learning profile. 

Results are typically shared in a written report that outlines:

• Areas of strength and challenge
• Any diagnoses (e.g., learning disability, ADHD, processing disorder)
• Recommendations for teaching strategies and school supports

What Happens After the Assessment?

After receiving the report, parents are encouraged to:

1. Review the findings – with the psychologist and ask questions about what the results mean.
2. Share the report with the school team, including teachers and the learning support teacher.
3. Collaborate with educators to develop or adjust the child’s Individualized Program Plan (IPP) (see next section below).

Once a psychoeducational assessment (or another form of developmental evaluation) identifies your child’s learning needs, the next step is putting those insights into action. This is where an Individualized Program Plan (IPP), sometimes called an Individualized Education Plan (IEP), comes in.

An IPP is a personalized roadmap developed by your child’s school to support learning success. It takes assessment results, teacher observations, and parent input and translates them into clear goals, strategies, and supports that help your child learn and thrive.

An IPP is also a working document that changes as your child grows, their learning needs evolve, or new assessments are completed.

What Is an IPP?

An Individualized Program Plan (IPP) outlines the unique educational needs of a child who requires additional support(s) to be successful in school. It may include:

• Personalized learning goals that are specific and measurable.
• Accommodations or strategies, such as extra time, modified assignments, or assistive technology.

• Supports or services, like speech therapy, occupational therapy, or classroom aide.
• Transition planning, especially during key educational stages (ECS to Grade 1, elementary to junior high, or high school to post-secondary).

The plan is created collaboratively by the school team including teachers, administrators, support staff, and parents or caregivers, with input from health professionals when appropriate.

How an IPP Comes Together

The IPP process usually follows these steps:

1. Identification – A psychoeducational assessment, teacher observation, or medical recommendation identifies that a child has learning differences or additional needs.
2. Planning – The school gathers information, reviews assessment results, and collaborates with the family to define learning goals.
3. Implementation – Teachers put the plan into practice, using tailored strategies in the classroom.
4. Review and Update – The plan is revisited throughout the school year (often 2–3 times) to monitor progress and make changes.

This ensures the plan stays relevant and reflects current progress, rather than becoming a static document.

To view our IPP Cheat Sheet with sample strategies and accommodations, click the image below.

IPP Cheat Sheet for Parents

This guide is designed to help parents understand common learning supports and strategies that are often discussed as part of an Individualized Program Plan (IPP). It is not a checklist you must complete, and not all strategies will be right for every child. 

How Parents Can Use This Cheat Sheet:

• Start with the “Start Here” section
• Highlight strategies that feel most helpful
• Share observations with the school team
• Review supports regularly as your child grows

What an IPP is: A written plan that outlines learning goals, strategies, and supports.

What an IPP is not: A diagnosis, a promise of services, or a replacement for classroom teaching.

Use this resource to prepare for conversations, not to replace them.

Your Role as a Parent or Caregiver

Parents are essential members of the planning team. You bring valuable insights into your child’s personality, preferences, and daily routines that can help educators create a plan that works in practice, not just on paper.

You can support the process by:

• Sharing what strategies work best at home or during homework.
• Asking for clarity on your child’s learning goals and progress.
• Keeping open communication with the school about any changes in medical or emotional health.

• Reviewing the plan regularly, providing feedback, and requesting updates as needed.

Even if your child’s challenges seem small, being involved early can make a significant difference.

Why an IPP Matters

An IPP helps ensure your child has equitable access to learning opportunities. It is also an important record that follows your child through school transitions.

Strong, ongoing collaboration among parents, teachers, and support professionals helps build a consistent foundation. It also ensures your child doesn’t have to “start over” each school year or when changing schools.

After assessments have been conducted and reviewed, the next key step is ensuring that your child has the right supports to access and participate in their learning. This often centers on Executive Function (EF), the set of that help with planning, organizing, focusing attention, remembering instructions, and managing time and emotions. Many children with congenital or complex medical histories may experience subtle challenges in these areas, particularly after long hospital stays or developmental interruptions.

Understanding and supporting EF is essential because it directly impacts how your child applies what’s outlined in their IPP. This is where accommodations come in, the changes that make learning more accessible without altering the curriculum. Examples include visual schedules, task checklists, extra time for assignments, reduced distractions, or breaking larger projects into smaller, manageable steps. These strategies help children engage with learning while maintaining confidence and reducing frustration.

If you notice some of these patterns, it may be helpful to revisit your child’s IPP meeting and discuss specific EF supports or classroom accommodations. Over time, these foundational strategies can help your child become more independent and better equipped for ongoing growth and advocacy.

As your child’s learning journey continues, their needs may shift. Early intervention programs (such as those discussed at 21:00–26:00 in the Navigating School Systems video) can help build strong foundations in preschool and kindergarten, while IPPs guide ongoing supports throughout elementary, middle, and high school.

Every stage offers an opportunity to reassess, collaborate, and adjust. What matters most is staying curious, staying involved, and remembering that each child’s path is unique and no one has to walk it alone.