Learning Disability Assessment in Gurgaon

A learning disability assessment in Gurgaon answers a narrow, testable question: is a specific academic skill out of step with everything else this person can do? The centre is in Gurgaon itself. It matters when you start, because exam boards set their own deadlines for accommodations and they fall well before the exam.

Our Gurugram centre

eMbrace Gurugram is at 710, DLF City Court, Mehrauli-Gurgaon Road, Nathupur, Sector 24, Gurugram 122002. Guru Dronacharya on the Yellow Line is roughly 700 metres away, which makes this one of the few specialist child psychology services in Gurugram you can reach without a car.

That matters for families coming from DLF Phases 1 to 4, Sushant Lok, Sector 54 and the sectors around it, and it matters again for teenagers who would rather come to a session independently than be dropped off by a parent.

Delhi families sometimes choose Gurugram over our Delhi centres simply because the Mehrauli-Gurgaon Road run is easier from where they live than crossing south Delhi. Either centre is fine, and the same pathway runs at both.

Two or three appointments, with the testing itself longer than for other assessments because reading, writing and mathematics each have to be measured properly. Timing is the thing to get right. If accommodations are the reason you are doing this, start at least a full academic year before the exam that matters, because board processes are slower than families expect and the deadline is rarely the one you assume.

For parking, the nearest drop-off point and the quickest route at your particular time of day, ask on the intake call. Traffic and parking around every one of these centres change enough through the day that current directions from someone who works there beat anything we could fix on a web page.

When an assessment is worth doing

The pattern that warrants testing is unexpected underachievement: a child who understands the material in conversation, works as hard as their classmates or harder, and whose written output does not reflect either. What we are looking for is a specific gap, not general difficulty, and a large part of the work is ruling out the ordinary explanations first.

• Reading that is slow, effortful or inaccurate well past the age when it should have become automatic
• Spelling and written work far below the quality of the same child’s spoken answers
• Mathematics difficulty confined to number, where reasoning elsewhere is fine
• Vision, hearing, attendance, language of instruction and teaching quality all considered and excluded first

Dyslexia, dysgraphia, dyscalculia, exam accommodations and academic intervention each have their own page on our learning disabilities hub.

What the testing actually measures

Two things, held against each other. First, general cognitive ability, so we know what this person is capable of. Second, the specific academic skills, reading accuracy and speed, comprehension, spelling, written expression and number, measured individually rather than inferred from school marks. In India that commonly draws on the NIMHANS battery for specific learning disability alongside the Wechsler scales.

School evidence goes in too: exercise books, report cards and the observations of whoever teaches the subject. A report written without them is weaker, and boards notice.

What brings families here

From Gurugram most referrals come through schools that already have learning support teams, so the classroom evidence tends to be well documented before we start. That makes the assessment faster and the report stronger.

Adults are a growing second group, usually people who suspected something through school, were never tested, and now need it named for a workplace or a professional exam.

Who you would see at our Gurugram centre

Dr Supriya Malik, Founder and CEO, and Head of the Child Development Centre at Rainbow

PhD in Developmental Psychology from the University of Birmingham, where she was also a postdoctoral researcher, and a Chartered Psychologist with the British Psychological Society in the UK. She designed the assessment and therapy pathways every eMbrace centre runs.

At our Gurugram centre, the clinicians who take this work are:

Mannat Kaur Arora, Psychologist

Professional Diploma in Clinical Psychology from Amity University Haryana and an MA in Psychology from the University of Delhi. Assessment across MISIC, WISC-IV, Conners 3, CBCL, ISAA, CARS and the NIMHANS SLD battery. Works in English and Hindi.

Which of them you see is decided on the intake call rather than by whoever has the next free slot, and you are told who it will be before you book. Fuller biographies are on our about page.

Schools and services we already work with

Around Gurgaon a good deal of this work reaches us through schools and universities rather than directly, and those routes are worth knowing.

We work with Pathways School Gurgaon on psychoeducational, cognitive and risk assessments, therapy for children and adolescents, and workshops for teachers, parents and pupils.

Since 2025 Ashoka University in Sonepat has referred students to us for psychoeducational and cognitive assessment, and for neurodiversity assessment covering autism and ADHD.

Fees, the report, and exam accommodations

Fees are quoted upfront on your intake call as one piece of work covering testing, report and feedback. The report names the instruments, gives the scores, and states what accommodations the findings support in specific terms, because a vague recommendation is of no use to a school or a board.

On accommodations, which is why most families are here: schools will generally act on a good report for internal exams. Board accommodations, whether extra time, a scribe, a calculator or a language exemption, run through the board’s own certification process, which frequently involves a designated government centre and has a deadline. We tell you what your board requires and by when, on the intake call, before you spend anything.

Frequently asked questions