Sharing assessment insights

Assessment reports—whether from a psychologist, speech-language pathologist, occupational therapist, paediatrician, or learning support teacher—can contain crucial information about your child’s needs. But these reports often go unread, misunderstood, or misapplied.

This strategy is about bridging that gap: taking what’s written in the assessment and helping the school see how it connects to real-world support.

How to use this strategy

Start by identifying assessments that are current and relevant. These might include:

• Psychoeducational evaluations
• Speech or OT assessments
• Behavioural support plans
• Diagnostic summaries from medical professionals
• Reports or letters from outside counsellors or case managers

Read through the report and pull out key findings, especially those that describe:

• Strengths and challenges
• Sensory, communication, or executive functioning needs
• Environmental or instructional strategies that help
• Clear recommendations (e.g. “benefits from visual instructions” or “requires low-stimulation setting”)

Then, translate that information for the school team. You might write:

“The psychologist noted that [child’s name] needs extra time to process verbal instructions. Can we build that into classroom routines?”

“The SLP recommends visual supports—what does that look like in this classroom?”

“The OT flagged sensory overload. What are our options for a low-stimulation workspace?”

You don’t need to include the full report. In fact, summarizing key takeaways in your own words often works better. You remain in control of what you share and how.

What to watch out for

It’s common for families to hand over long reports expecting school staff to read and apply them. But teachers are busy, and some reports are 30+ pages of technical language. If the school doesn’t engage with the report, your child may not receive the supports they’re entitled to.

Avoid the trap of overloading. Instead, create a focused summary that pulls out what matters—and shows how it connects to the classroom.

You can also bring copies of key pages to IEP meetings, highlight short quotes, or email a paragraph that says:

“This is the part of the report I think is most relevant right now.”

If you’re nervous about sharing sensitive details, that’s okay. You can share only what’s necessary to support planning—and you can always follow up with context.

Why this strategy matters

Formal assessments often determine eligibility for supports. But the school won’t act unless they understand how the findings relate to the child in front of them. By sharing key insights clearly and confidently, you help the team connect the dots—and build a more responsive, inclusive plan.