Learning Difficulties (Scotland)
About this PSP
Research Priorities for Learning Difficulties was a project to identify the top 10 research priorities for learning difficulties amongst children and young people. Across Scotland the PSP asked people with learning difficulties, their families and the professionals working alongside them, to tell them what they would want researchers to find out about learning difficulties. The PSP was delivered by The Salveson Mindroom Centre and The University of Edinburgh.
What do we mean by learning difficulties?
By ‘learning difficulties’ we mean a problem of understanding or an emotional difficulty that affects a person's ability to learn, get along with others and follow convention. On a day-to-day basis, that can be many things - struggling with reading, writing or numeracy, not being able to concentrate for long periods, losing track of time, forgetting what has just been learned or acting impulsively.
A learning difficulty may be associated with many conditions such as dyslexia, autism spectrum disorder (ASD) etc., and the person affected may, or may not have a diagnosis.
The top 10 research priorities will inform future research work into learning difficulties, including the work of The Salvesen Mindroom Centre.
The Salvesen Mindroom Centre, formerly known as Mindroom, is a Scottish charity that combines research, education and outreach support for families living with learning difficulties. The centre works in collaboration with the University of Edinburgh on research into learning difficulties.
Phase 1 First Survey
The first survey closed on the 30 September 2017. 828 research questions were submitted. Following analysis, they were summarised into 40 questions.
Phase 2 Shortlisting Survey
A shortlisting survey then opened, where children and young people with learning difficulties, their parents and carers and professionals working alongside them selected their top 10 research priorities from the shortlist of 40. This closed on 18 May 2018 after being completed by 361 people.
Phase 3 Priority Setting Workshop
A workshop took place in Edinburgh on 11 June 2018, where children and young people with learning difficulties, their parents and carers and professionals working alongside them discussed the questions that people had voted for in the shortlisting survey, and jointly agreed the final order of priority of the research questions.
See news from this PSP: December 2018
The Learning Difficulties (Scotland) PSP Top 10 was published in September 2018.
Key documents
Top 10 priorities
- What knowledge, skills and training do educational professionals need to identify the early signs of learning difficulties and provide optimal support for children and young people affected to help them achieve the best possible outcomes?
- What is the best educational and community environment for children and young people with learning difficulties?
- How can multiple types of professionals work together with parents and carers to improve identification, diagnosis, interventions and treatments and achieve the best outcomes for children and young people with learning difficulties?
- Which early interventions are effective for children and young people with learning difficulties, at what ages and stages are they best introduced and what are the long-term outcomes?
- What knowledge, skills and training do health, social work and “third sector” (e.g. charities and support services) professionals need to understand the best support to give children and young people with learning difficulties and their families/carers?
- How can parents, carers, brothers and sisters and extended families of children and young people with learning difficulties, be best supported to achieve their best quality of life before, during and after the diagnosis or identification in home, school and community contexts?
- How can we best identify early features, symptoms and signs of learning difficulties amongst children, young people and their families/carers?
- What is the best way to assess learning difficulties in children and young people?
- Which strategies are effective in preventing stigma and bullying towards children and young people with learning difficulties?
- Which strategies are effective in helping children and young people with learning difficulties live independent lives, including during times of transitions?
The following questions were also discussed and put in order of priority at the workshop:
- What are the factors contributing to the delay for children and young people with learning difficulties in referral for, and differences in, a learning difficulties assessment and diagnosis, support and interventions?
- How does a learning difficulty affect or interfere with a child or young person’s ability and experience in learning?
- Which family, school and community supports are effective in preparing children, young people and their families/carers to transition through different stages of schooling/education and through children and young people’s services into adult services?
- Why are children and young people with learning difficulties more likely to experience mental health problems?
- What effect does having a formal label or a diagnosis have on children and young people living with a learning difficulty and those involved in their care and the public?
- Which information and communication technologies (ICT) (e.g.augmentative and alternative communication (AAC) devices, ICT-based communication aids, assistive technology, iPads/writing aids/tablet/phone) are effective and how can they best be accessed by children and young people with learning difficulties?
- How can we improve public awareness about learning difficulties and what is the impact of any improvement in awareness on the wellbeing of people with learning difficulties?
- What are the best measures of outcomes (e.g. academic skills, peer relationships, quality of life, classroom participation) for children and young people with learning difficulties?
- Which parenting approaches and strategies are most helpful for young parents or carers who themselves have learning difficulties?
- Which strategies are effective in increasing the support available for children and young people with learning difficulties, and their families/carers, in out-of-school activities?
- How can we understand what it is like to live with learning difficulties from a child or young person’s perspective?
- What strengths do children and young people with learning difficulties have?
- What percentage of children and young people with learning difficulties receive the appropriate care and support that meets their needs at home, in clinic, in education and at work?
- How do learning difficulties affect the everyday life of children and young people living with a learning difficulty and those involved in their care?
Document downloads
For full details of all of the questions identified by this PSP, please see the document below.