The Professional Psychopedagogical Report

Formal structure and technical rigor

The psycho-pedagogical report is the legal and clinical document that synthesizes the eva luation process.

Its structure must be impeccable to guarantee its validity before educational and health institutions.

It begins with the identification data and the reason for the consultation, clarifying who is requesting help and why.

The central body is the results, where the cognitive and instrumental findings are presented in an organized manner, avoiding mixing objective data with opinions.

The most critical section is the diagnostic synthesis, where it is concluded whether there is a specific disorder (such as Dyslexia or ADHD) or a transitory difficulty, always based on current international criteria.

Finally, the report should close with guidelines, which should be clearly differentiated for the family (parenting and study guidelines) and for the school (curricular and methodological adaptations).

A report without practical recommendations is incomplete and lacks real usefulness.

Accessible writing and focus on capacity

A common mistake is to write reports full of technicalities that are incomprehensible to parents and teachers.

Professional excellence lies in the ability to "translate" clinical data into functional language.

Instead of simply stating "working memory deficit", one should explain: "difficulty in retaining long instructions while performing a task". It is also essential to avoid excessive pathologization.

The report should follow the "sandwich rule": begin by highlighting the learner's strengths and strengths, detail areas of improvement or deficits, and conclude with the prognosis for improvement and retained abilities.

This empowering approach ensures that the document is a tool for hope and action, rather than a stigmatizing sentence or label.

Summary

The report is the legal and clinical document that synthesizes the findings in an organized and technical manner. It should include the reason for consultation and a clear diagnostic synthesis.

It is essential to write in accessible language, translating clinical technicalities into functional terms for families and teachers. This ensures that the information is useful for all involved.

The document should close with differentiated practical guidance for home and school. Highlighting the student's strengths ensures that it is a tool of hope.