{"id":1898,"date":"2025-11-04T09:45:41","date_gmt":"2025-11-04T09:45:41","guid":{"rendered":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/?page_id=1898"},"modified":"2026-03-05T16:54:39","modified_gmt":"2026-03-05T16:54:39","slug":"sldn-events","status":"publish","type":"page","link":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/sldn-events\/","title":{"rendered":"SLDN-Events"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.16″ _module_preset=”default” width=”100%” custom_margin=”100px||||false|false” global_colors_info=”{}”][et_pb_row column_structure=”3_4,1_4″ _builder_version=”4.16″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt Header” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||||false|false” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n

Events<\/h1>\n

\"\"<\/p>\n

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Meet-ups at Meetings? Let\u2019s catch up when we\u2019re there<\/h2>\n

\"Decorative<\/p>\n

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To make the most of Network members time and travel budgets, we can help coordinate mini get-togethers where handfuls of SLDN people will be attending other meetings. Please do tell us what events you\u2019re going to in the coming year so we can share information that might help bring shared interests together for a brief catch up.<\/p>\n

.<\/p>\n

Here are a few meetings we\u2019re aware of for starters:<\/p>\n

.<\/p>\n

British Educational Research Association Teacher Education Network (BERA-TEAN)\u00a0<\/strong><\/div>\n
In Sheffield on 20\/21 May, this conference provides a professional development for teacher educators and researchers into teacher education and development. Registrations open now.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
2026 Behavior Genetics Association Annual Meeting<\/strong><\/div>\n
Amsterdam hosts the next BGA annual meeting, 23 to 26 June. Submissions close mid-February.\u00a0 The BGA promotes research into how genetics influence human and animal behaviour.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
The Dyslexia Guild Annual Online Conferenc<\/strong>e<\/div>\n
Save the date 1 July for the Dyslexia Guild\u2019s annual online meeting. More details in the coming weeks.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
Society for the Scientific Study of Reading Conference 2026<\/strong><\/div>\n
The annual SSSR conference brings together reading researchers from around the world. Its 33rd edition happens in Rotterdam, Netherlands from 16 to 18 July 18, 2026. Pre-conference workshops and a welcome reception will be on July 15. Registration is open.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
European Association for Research on Learning & Instruction (EARLI) SIG 15 (SEN) 2026 conference<\/strong><\/div>\n
EARLI SIG 15 2026 Conference in Helsinki, invites reflection on how methodological thinking\u2014while not central to every presentation\u2014can serve as a bridge across the variety of disciplines.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
European Dyslexia Association Autumn Seminars<\/strong><\/div>\n
The EDA will hold their autumn seminar series in Gdansk, Poland next autumn, on 26 and 27 September.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
2026 World Congress of Psychiatric Genetics\u00a0<\/strong><\/div>\n
Closer to home, Glasgow hosts the world meeting on psychiatric genetics from 30 September to 3 October. The ISPG is committed to improving mental health by advancing and translating research in psychiatric genetics.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
International Workshop on Reading and\u00a0Developmental Dyslexia<\/strong><\/div>\n
San Sebastian in Spain on 9 October is the date for Iwordd 2026, and Michelle Luciano is a keynote this year. Registrations open 2 August.<\/div>\n
.<\/div>\n
\u00a0<\/div>\n
\u00a0<\/div>\n
What others will people be going to? We are coordinating where multiple SLDN-related people will be attending a particular event. All you need to do is drop us a note to say what you’re attending, we’ll add you to the list of known attendees and tee up some sort of meet-up.<\/div>\n

 <\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” disabled_on=”on|on|on” disabled=”on”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Text header – read TES article about our previous event” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Read a TES article about SLDN’s most recent event<\/h2>\n

\"Decorative<\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/02\/TES.png” alt=”image showing list of conferences” title_text=”TES” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”TES article text” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

6 ways to improve interventions for specific learning difficulties<\/strong><\/p>\n

There is plenty of research around SLD \u2013 such as dyslexia, dyscalculia and dysgraphia \u2013 but teachers and schools need to be involved in developing new approaches.<\/em><\/p>\n

There is no shortage of research, tools, products and services purporting to offer insight and solutions for teachers and learners dealing with specific learning difficulties. A motivated corps of experts, developers, entrepreneurs and others create ways to combat the difficulties and downstream disadvantages that come with SLD such as dyslexia, dyscalculia and dysgraphia, or combinations of these.\u00a0How do they know what teachers and students need? How do they know where the gaps are, what makes existing interventions work and what might have changed since their previous tests or trials?\u00a0And how do specialists and class teachers know what\u2019s new \u201cout there\u201d or coming down the tracks? Or how to engage with the development of more up-to-date or effective edtech?<\/p>\n

These questions were posed by a\u00a0UK-wide event in March<\/strong><\/a>, held at the University of St Andrews and organised by the Specific Learning Difficulties Network, which brought together interests from across the SLD sector to examine how to improve the pathway from research and development to real-world results.\u00a0Researchers, edtech entrepreneurs, specialist teachers and assessors, education authority officials and third-sector bodies assembled to hear case-study presentations from around the UK, and from a dozen edtech providers.<\/p>\n

So what were some of the key messages about what needs to happen now?<\/p>\n

    \n
  1. More pace<\/strong><\/li>\n<\/ol>\n

    All parts of the sector want the pace of research and related interventions to increase.<\/p>\n

      \n
    1. More participation<\/strong><\/li>\n<\/ol>\n

      Academic researchers and commercial developers alike have trouble getting schools, teachers and local authorities to take part in research and user testing. Barriers such as workload, red tape or difficulties with \u201cofficialdom\u201d prevent otherwise willing and interested schools and teachers from signing up to involvements that may bring benefits.\u00a0SLD are also typically considered niche, so may have less profile than developments for \u201cthe mainstream\u201d.<\/p>\n

        \n
      1. Permission<\/strong><\/li>\n<\/ol>\n

        Local authorities should empower and enable individual schools and teaching groups to work with research and new developments. Delegates\u2019 view was that real-world testing of new products and the adoption of useful ones should be a priority.<\/p>\n

        Resistance to change has hampered progress, too. Normalising link-ups between researchers and schools could increase participation in research, promote more dynamism around new developments and expedite progress of effective improvements.<\/p>\n

          \n
        1. Co-design<\/strong><\/li>\n<\/ol>\n

          Making it easier for schools, teachers and learners to work with researchers would tackle the issue of the \u201cuser perspective\u201d not being given enough attention in the design or delivery of new research and interventions. Researchers know the value of co-designing projects, and this also needs to be understood by officials and decision makers, to help them enable such collaboration.<\/p>\n

            \n
          1. Quality standards<\/strong><\/li>\n<\/ol>\n

            Some sort of official quality-assurance system should be created for interventions, so that users can be sure of the scientific or pedagogical basis for new tools and tech \u2013 a version of the\u00a0National Institute for Health and Care Excellence (Nice)<\/strong><\/a>\u00a0but for education.<\/p>\n

              \n
            1. Collective problem-solving<\/strong><\/li>\n<\/ol>\n

              High on delegates\u2019 wish list was more cross-sectoral interaction, so that all parties involved in a problem get around a table and focus on the minutiae of what each role can do. Practitioners need to speak to policy people as a matter of course and to third-sector bodies that also are involved as sponsors or funders of new work.\u00a0Having an open channel of communication with politicians who are motivated, well-informed and committed to progress rather than political point-scoring was also identified \u2013 this will be crucial to real improvement, in schools and beyond, where it matters most.<\/p>\n

              Gillian Stirton is research coordinator with the Specific Learning Difficulties Network, based at the University of St Andrews<\/em><\/p>\n

              [This is a transcript of an article published in TES on 16 April 2025 and is subject to TES copyright.]<\/p>\n

               <\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Text header forConference meet ups” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              SLDN meet ups at sector conferences in 2026<\/h2>\n

              \"Decorative<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2025\/12\/confImage-272×300.png” alt=”image showing list of conferences” title_text=”confImage” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”conference meet up s text” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              To make the most of Network members’ time and travel budgets, we can help coordinate mini get-togethers where handfuls of SLDN people will be attending other meetings. Please do tell us what events you\u2019re going to in the coming year so we can share information that might help bring shared interests together for a brief catch up. We will host an open-access Google document where you can add your name to the ‘I’ll be there!’ box for various sector meetings and conferences in 2026.<\/p>\n

              Here are a few meetings we\u2019re aware of for starters:<\/p>\n

              \u00a0 \u00a0 \u00a0BERA-TEAN conference, Sheffield, 20\/21 May<\/p>\n

              \u00a0 \u00a0 \u00a0Behavior Genetics Association Annual Meeting, Amsterdam, 23-26 June<\/p>\n

              \u00a0 \u00a0 \u00a0Society for the Scientific Study of Reading conference, Rotterdam, 16-18 July<\/p>\n

              \u00a0 \u00a0 \u00a0European Conference of Personality, Edinburgh, 21-24 July<\/p>\n

              \u00a0 \u00a0 \u00a0European Dyslexia Association, Gdansk, 26\/27 September<\/p>\n

              \u00a0 \u00a0 \u00a0World Congress of Psychiatric Genetics, Glasgow, 30 Sep – 3 Oct<\/p>\n

              \u00a0 \u00a0 \u00a0International Workshop on Reading & Developmental Dyslexia, San Sebastian, 7-9 October<\/p>\n

              What others will people be going to? Tip us the wink if we can help.<\/p>\n

               <\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Text header for PATOSS event” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              SLDN sessions at PATOSS Virtual Annual Conference<\/h2>\n

              \"Decorative<\/p>\n

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              Genetics and AI impacts presented at PATOSS event\u00a0<\/strong><\/p>\n

              SLDN co-chair Silvia Paracchini and Technology Working Group lead Pete Jarrett will be presenting papers at the PATOSS Virtual Annual Conference on Saturday 5 April, reflecting the vast span of disciplines that feed into aspects of SpLD.<\/p>\n

              Pete will speak on ‘AI and Neurodiversity – What might this mean for assessment in the future?’ Silvia’s paper will be on ‘The Genetics of Dyslexia’. You can access the latter talk (for a fee) here<\/a> .<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              Industry meeting, 5 March 2025, St.Andrews<\/h2>\n

              \"Decorative<\/p>\n

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              Education and Specific Learning Difficulties:\u00a0Translating research into practice\u00a0<\/strong><\/p>\n

              Join us in St. Andrews, Scotland, on 5 March 2025 at a session to bring together people from the assistive technology sector, academics, users of SLD-focused tools and technologies and all interests in between. The event will get heads together from practice, research, policy and business to spotlight the processes though which educational technologies and tools are developed by academia and private companies, and how these innovations are adopted by education authorities a, practitioners and teachers. We will have expert facilitation for the day\u2019s sessions to help move us towards actionable, practicable outcomes.<\/p>\n

              The programme has been designed to present the highest chance of productive outcomes, and has been co-produced with contributors and stakeholders. It will feature speakers from the frontlines of education and industry, and case studies spanning the policy and commercial sectors will present their unique perspectives and experiences. The exchange of ideas and insights gained on this day will not only enhance understanding of what aids or impedes the development and adoption processes, but will also help discover ways to deliver the right tools to the right users faster.<\/p>\n

              Attendees can explore a small exhibitor area, enjoy extended networking breaks , and participate in a focused workshop during the afternoon session. It will be a relatively small event with limited spaces available but if you\u2019re keen to participate, drop us a line at\u00a0sldn@st-andrews.ac.uk<\/a>\u00a0.<\/p>\n

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              Help shape our next event<\/h2>\n

              \"Decorative<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2023\/12\/people-2557396_1280-300×200.jpg” alt=”Thumbnail image of event flyer” title_text=”people-2557396_1280″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Industry event scoping Text” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              Help shape our next SLDN event \u2013 what would be useful?\u202f<\/span><\/b>\u00a0<\/span><\/p>\n

              Our event to look at the pipeline of new knowledge and ideas was a big hit with delegates and there are several takeaways from it that participants can collectively and individually help to action: keeping cross-sectoral communication and consultation open; seeking greater engagement from local authority education officials and involving users and people with lived experience in project and product design, for example.\u202f<\/span>\u00a0<\/span><\/p>\n

              While we have some ideas for the focus and style of the next SLDN event, likely to be late this year or early in 2026, we are\u00a0very open\u00a0to shaping it around what SLD stakeholders would find most useful. We have so far spanned much of the length of the UK with our events\u2026Edinburgh, Guildford, St Andrews\u2026and it may make sense to hold the next session at or\u00a0adjacent to\u00a0another sector event, to capitalise on lots of stakeholders being in a particular location.\u00a0What\u2019s\u00a0on that\u00a0you\u2019re\u00a0already going to, and would it make sense to piggy-back onto it? Please do tell us how we can make it easiest and most useful to you and colleagues for you to join our next get-together.<\/span>\u00a0<\/span><\/p>\n

              Drop us a line\u00a0<\/span>sldn@st-andrews.ac.uk<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n

              \u200b<\/p>\n

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              Join us in Guildford ahead of the BDA conference<\/h2>\n

              \"Decorative<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/03\/conference-people-300×169.jpg” alt=”people milling about at conference” title_text=”conference-people picture” admin_label=”Guildford Image” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Guildford event text” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              Join us on 19 June in Guildford to hear what the SLD Network\u2019s has been up to across its five working groups and its partnering and engagement activities.<\/p>\n

              Our meeting takes place at the University of Surrey on the afternoon prior to the British Dyslexia Association conference which many Network people will be attending. We hope to add value to members\u2019 participation in that event by bringing as many as possible together to make and refresh connections, share updates on new and ongoing work, get heads together on potential partnerships and future collaboration and to report back on work that the Network has delivered or kicked off to date. There has been a lot going on and\u00a0 \u2013 as anticipated when SLDN was launched \u2013 myriad opportunities to align, interact, complement and augment work happening or in prospect in different parts of the SLD landscape.<\/p>\n

              The programme will feature \u2013 among other things \u2013 updates on ongoing SLDN activity, activity in small groups to facilitate information sharing and partnering, and general discussion across perspectives from different parts of the SLD sector, all with a view of producing the greatest amount of high-impact progress as possible on all fronts.<\/p>\n

              It\u2019s a rare thing to be able to bring so many of our peers and colleagues together in person to re-establish and deepen connections so we hope that will encourage and motivate you to add this meeting to your plans for that week.<\/p>\n

              Registration will open on 21 March<\/strong>\u00a0and invitations to sign up will be sent out to all Network members.<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              Silvia Paracchini in the chair for BDA conference session<\/h2>\n

              \"Decorative<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2023\/06\/BDALogo1.png” title_text=”BDALogo1″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”BDA conf Text” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              SLDN in the chair at BDA Conference<\/strong><\/p>\n

              SLDN co-leader Dr Silvia Paracchini will be chairing the next\u00a0British Dyslexia Association conference<\/a>\u00a0in June 2024. The conference theme is Dimensions of Dyslexia: Evidence and practice, and submissions of abstracts and proposals are welcomed and encouraged.<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              Specific Learning Difficulties Network Public Event<\/h2>\n

              \"Decorative<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_4,1_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              On 16th June at the Royal Society of Edinburgh the Network held its inaugural public event to introduce its work to raise awareness of dyslexia and dyscalculia.<\/strong><\/p>\n

              At the accompanying exhibition, different organisations including\u00a0Dyslexia Scotland<\/a>\u00a0and\u00a0CALL Scotland<\/a>\u00a0showcased what they do, giving attendees an opportunity to ask questions, learn about current work throughout Scotland, and to network.<\/p>\n

              Following the exhibition, Prof Brian Butterworth (UCL) delivered a fascinating lecture on \u2018Recent developments in the science of dyscalculia\u2019 which was a revelation to much of the audience. A short panel discussion closed the event, featuring Fran Foreman from\u00a0Education Scotland<\/a>\u00a0and inspiring contributions from two Young Ambassadors from Dyslexia Scotland.<\/p>\n

              [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row disabled_on=”on|on|on” admin_label=”Row – Menu Icon Fix” _builder_version=”4.16″ _module_preset=”default” disabled=”on” collapsed=”on” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text disabled_on=”on|on|on” admin_label=”Menu Icon Fix !!!” _builder_version=”4.14.7″ _module_preset=”default” text_text_color=”#000000″ custom_padding=”||0px|||” disabled=”on” global_module=”513″ saved_tabs=”all” locked=”off” global_colors_info=”{}”]<\/p>\n

              \ue023<\/span><\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              Specific Learning Difficulties Network Launch<\/h2>\n

              \"Decorative<\/p>\n

              [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”2_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”2_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

              The Specific Learning Difficulties Network (SLDN) was officially launched this month during a two-day event at The Royal Society of Edinburgh.<\/p>\n

              The SLDN was established by Dr Silvia Paracchini (University of St Andrews) and Dr Michelle Luciano (University of Edinburgh) with the aim of better coordinating research efforts in the field of specific learning difficulties while involving the key stakeholders. The term Specific Learning Difficulties refers to impairments in acquiring skills in reading (referred to as Dyslexia), mathematics (referred to as Dyscalculia), and writing (referred to as Dysgraphia). These conditions are common and observed in up to 10% of children. They tend to co-occur with each other as well as with other neurodevelopmental conditions including Developmental Language Disorder (DLD), Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Coordination Disorder (DCD). The resultant diversity in how these overlapping impairments manifest means that it can be challenging to assign diagnoses and implement effective intervention strategies.<\/p>\n

              Participants of the event included scientists from multiple fields of expertise, policy-makers, and stakeholders from across the charity, education, and clinical practice sectors. The event featured a series of short talks followed by Q&A sessions on topics spanning human genetics, cognitive neuroscience, brain imaging, and education research. These talks paved the scene for thematic discussions aimed at identifying the most pressing research gaps and targeted strategies to address them. For example, the varied manifestations of learning difficulties is mirrored by diverse terminology, diagnostic, and assessment criteria, which make it difficult to gather the large datasets needed to evaluate intervention plans and understand long-term outcomes. Such differences became apparent when comparing the policies and strategies of the four nations of the UK. What in England is referred to as SEN (Special Education Needs) is called ASN (Additional Support Needs) in Scotland. Beyond nomenclature, consensus is needed for diagnostic and assessment criteria and for evaluating intervention strategies.<\/p>\n

              One immediate outcome of the event was the opportunity for representatives of the relevant Westminster and Holyrood party groups to talk to each other. Sharon Hodgson MP, chair of the All-Party Parliamentary Group for Dyslexia and other SpLDs, said, \u201cI always welcome co-operation between the academic community and the political sphere. That\u2019s why I was so glad that a member of my team could attend this event. I look forward to an even closer relationship with researchers in future.\u201d<\/p>\n

              Oliver Mundell MSP, Convener of the Cross-Party Group in the Scottish Parliament on Dyslexia, said that \u201cThis new network provides an exciting opportunity to bring together practitioners, policy makers and research to improve the life chances of those with specific learning difficulties. It was great to see such passion and expertise combine and explore the latest findings and developments. As someone who has experienced first-hand the challenges many with specific learning difficulties face in education and work, I know just how valuable this kind of resource can be for families and young people across Scotland and the UK. By reshaping and combining our efforts and forging new connections more can be made of existing resources and hopefully it will be possible to secure new funding.\u201d<\/p>\n

              A key priority identified by the SLDN is the need to increase awareness around these conditions, especially dyscalculia. This is an absolute necessity to facilitate identification and interventions, and to ensure that adequate funding is devoted to research in this field. Public support and high-quality research can then support the implementation of evidence-base policies.<\/p>\n

              Access to large, high-quality longitudinal data was recognised as a fundamental research priority. Such data could address many important questions, including the impact of learning difficulties on developmental trajectories and outcomes throughout life including mental health. An immediate course of action will be to map and harmonise available datasets to facilitate current research and inform potential future collections.<\/p>\n

              The group further recognised the vital importance of co-designing research projects with the direct involvement of the key stakeholders.<\/p>\n

              The SLDN will organise an event in Spring 2023 to present the outcome of this meeting to the public.<\/p>\n

              The event was funded by the\u00a0RSE<\/a>\u00a0and the\u00a0MRC<\/a>.<\/p>\n

              [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/11\/Picture1.jpg” alt=”IBANS colleagues standing on stairs” title_text=”BDALogo1″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/11\/Picture2.jpg” alt=”Michelle Luciano, Oliver Mundell MSP, Tom Higginson (representing Sharon Hodgson MP), and Silvia Paracchini” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||8px|||” global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” text_font_size=”12px” global_colors_info=”{}”]<\/p>\n

              From left to right: Michelle Luciano, Oliver Mundell MSP, Tom Higginson (representing Sharon Hodgson MP), and Silvia Paracchini<\/em><\/p>\n

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              Events Meet-ups at Meetings? Let\u2019s catch up when we\u2019re there To make the most of Network members time and travel budgets, we can help coordinate mini get-togethers where handfuls of SLDN people will be attending other meetings. Please do tell us what events you\u2019re going to in the coming year so we can share information […]<\/p>\n","protected":false},"author":126,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-1898","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/pages\/1898","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/users\/126"}],"replies":[{"embeddable":true,"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/comments?post=1898"}],"version-history":[{"count":2,"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/pages\/1898\/revisions"}],"predecessor-version":[{"id":2100,"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/pages\/1898\/revisions\/2100"}],"wp:attachment":[{"href":"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-json\/wp\/v2\/media?parent=1898"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}