• child-school-accommodations


    Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.

    - Helen Keller


  • Parents of a Young Child Who Received Accommodations at School

    “We Feel So Relieved”

    Even though Sam had met earlier developmental milestones, in first and second grade he was having difficulty keeping up with his classmates. He showed difficulty learning basic math concepts; and had challenges with learning reading and writing skills, such as spelling and putting together sentences. At age 10, Sam became increasingly anxious about school and voiced his unhappiness every morning. At times he would also act out in anger and frustration in a way that had never happened before. Sam’s parents were not only worried about Sam falling behind his peers, but also by the change in his emotional state, as he was no longer the happy-go- lucky kid he used to be. They shared with Sam’s teachers what they were observing at home. Although the county schools provided initial testing and did uncover some signs of learning disability, his parents suspected he might also be struggling with attention and concentration problems which were impacting his academic performance. They sought more thorough testing outside the school system at Potomac Psychiatry, and found that the comprehensive assessment we provided confirmed their suspicions of the presence of ADHD and learning disabilities. We also recommended that Sam receive an occupational therapy assessment, followed by treatment to help him develop better motor skills that would improve his writing ability. Our recommendations were easily integrated into Sam’s individual education plan (“IEP”) developed by his school, and provided the formal documentation required by the county before they would provide Sam the extra resources he needed to succeed. (These resources are known as “accommodations”). Accommodations granted to Sam included providing extended time for tests and completing assignments, focused training on writing skills, written class instructions, and in-classroom help from a teacher’s aide. His parents expressed great relief that we could uncover and document these issues early in Sam’s school career, and that as a result he was able to receive the help he needed. And best of all, Sam’s self-esteem and behavior began to improve as he became more successful at school!

    More Information About Psychological Assessments

    Psychological Assessment for Children and Adolescents

    Psychological Testing

    ADHD, Learning Disabilities, and Request for Accommodations: The Benefits of Psychological Testing Assessments (Part 1)

    ADHD, Learning Disabilities, and Request for Accommodations: The Benefits of Psychological Testing Assessments (Part 2)



    Our offices are conveniently accessible from the following communities:

    Maryland (MD):
    Bethesda 20814 - Bethesda 20816 - Bethesda 20817 - Chevy Chase 20815 - Colesville 20904 - Cabin John 20815 - Glen Echo 20812 - Gaithersburg 20855 - Gaithersburg 20877- Gaithersburg 20878 - Gaithersburg 20879 - Garrett Park 20896 - Kensington 20895 - Montgomery Village 20886 - Olney 20830 - Olney 20832 - Potomac 20854 - Potomac 20859 - Rockville 20850 - Rockville 20852 - Rockville 20853 - Silver Spring 20903 - Silver Spring 20905 - Silver Spring 20906 - Silver Spring 20910 - Takoma Park 20912 - Wheaton 20902

    Washington DC:
    Crestwood 20011- North Capitol Hill 20002 - Cathedral Heights 20016 - American University Park 20016 - Columbia Heights 20010 - Mount Pleasant 20010 - Downtown 20036 - Dupont Circle 20009 - Logan Circle 20005- Adams Morgan 20009 - Chevy Chase 20015 - Georgetown 20007 - Cleveland Park 20008 - Foggy Bottom 20037 - Rock Creek Park - Woodley Park 20008 - Tenleytown 20016

    Northern Virginia:
    McLean 22101- McLean 22102 - McLean 22106 - Great Falls 22066 - Arlington 22201 - Arlington 22202 - Arlington 22203 - Arlington 22205 - Falls Church 22041 - Vienna 22181 - Alexandria 22314