As much as I love assessment, and believe in it, I also think it's helpful to remember, pragmatically, that many of the best remediation strategies work for a fairly wide range of underlying deficits:
-OG works for nearly every cause of reading/spelling difficulty, and is no worse than harmless for those without any real underlying challenge.
-We all end up keyboarding as our primary mode of written communication, as adults, so it can't hurt to start on typing.com if it looks like handwriting is an obstacle to written expression.
-Practical, contextualized math activities that build foundational number/quantity/spatial sense are pretty much all upside (e.g., cooking, shopping, sorting & tidying household items, engaging in minor building/repair projects--preferably all with a valued adult), and help whether one needs number sense, overlearning of facts, or making connections to applications.
And although it is true that most professionals have insufficient experience with 2e, the comment from the administrative assistant was probably more in response to experiences with the category of parent who tries to get a neuropsych in order to appeal non-placement into a GT program, than an indication that they never see GT kiddos.
