Learning Disability Assessment in South Delhi

A learning disability assessment in South Delhi answers a narrow, testable question: is a specific academic skill out of step with everything else this person can do? The short answer is either of our two south Delhi centres, Malviya Nagar or Vasant Kunj, and which one is a question of your journey rather than of the service. It matters when you start, because exam boards set their own deadlines for accommodations and they fall well before the exam.

Which eMbrace centre South Delhi families use

Both our Delhi centres are in south Delhi, which makes this the one part of the city where you have a real choice rather than a nearest option.

eMbrace at Rainbow, Malviya Nagar, at FC-29, Plot No. 5, Geetanjali, sits beside Malviya Nagar Metro Station Gate No. 1 on the Yellow Line. It is the closer centre from Saket, Hauz Khas, Green Park, Greater Kailash and Defence Colony, and because it runs inside Rainbow Children's Hospital, therapy across occupational therapy, speech therapy and physiotherapy is in the same building.

eMbrace Vasant Kunj, at C-7, Sector C, Pocket 5, Grand Vasant Kunj, is the closer centre from Vasant Vihar, Munirka, R.K. Puram and Safdarjung Enclave, and carries the larger clinical team.

If you are unsure which to pick, the free intake call sorts it out in a couple of minutes, and we would rather do that than have you drive to the wrong side of Aurobindo Marg.

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

Across south Delhi the caseload is dominated by board-year students and by the year immediately before, which is where it should be. The schools in this catchment tend to raise the question earlier than average.

The second cluster is students in the transition to senior school, where the volume of written work rises sharply and a difficulty that was manageable stops being so.

Who you would see

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.

Across our Delhi centres, the clinicians who take this work are:

Taranpreet Kaur, Clinical Psychologist

M.Phil in Clinical Psychology with distinction, plus a Post Graduate Diploma in School Counselling from Symbiosis. ACT and MBCT for anxiety, depression, OCD and trauma, and comprehensive psychological assessment. Works in English, Hindi and Punjabi.

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

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

At the American Embassy School in Chanakyapuri we carry out psychoeducational, cognitive, comprehensive and brief assessments, including risk assessments, and provide therapy for children and adolescents.

Since 2025 we have delivered digital wellbeing and cyber safety workshops, teacher training and on-site counsellor support at The Doon School in Dehradun, with a referral pathway into assessment.

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