![\"\"](\"https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/03\/20220211-PinkLineLong.jpg\")
<\/p>\n[et_pb_section fb_built=”1″ admin_label=”Section – Resources” _builder_version=”4.16″ _module_preset=”default” width=”100%” custom_margin=”100px||||false|false” custom_margin_tablet=”150px||||false|false” custom_margin_phone=”150px||||false|false” custom_margin_last_edited=”on|desktop” global_colors_info=”{}”][et_pb_row _builder_version=”4.17.3″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.17.3″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt Header – Useful Tools” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
<\/p>\n
[\/et_pb_text][et_pb_text admin_label=”Txt – Intro on Tools” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Evidence-based tools and resources have been developed by some of the research teams involved in SLDN and are available for teachers and related practitioners to use or to consult for guidance. We have included some examples here that you may find useful, and you can find out more via the links to the relevant sites.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_4,1_4,1_4″ _builder_version=”4.16″ _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\/10\/logo_addup-300×169.jpg” alt=”CALL Scotland Link” title_text=”logo_addup” url=”https:\/\/www.ucl.ac.uk\/ioe\/departments-and-centres\/departments\/psychology-and-human-development\/research\/child-development-and-learning-difficulties-lab\/awareness-developmental-dyscalculia-and-mathematical-difficulties-toolkit-add” align=”center” admin_label=”Img – AddUp Toolkit” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – AddUP Link” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url=”https:\/\/www.ucl.ac.uk\/ioe\/departments-and-centres\/departments\/psychology-and-human-development\/research\/child-development-and-learning-difficulties-lab\/awareness-developmental-dyscalculia-and-mathematical-difficulties-toolkit-add” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n
AddUp Toolkit<\/u><\/p>\n
[\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
A toolkit designed to help teachers and parents to identify dyscalculia.<\/p>\n
This\u00a0toolkit provides information on how to get support for children with dyscalculia.\u00a0It is designed to raise awareness of dyscalculia and mathematical learning difficulties.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/10\/MetaSENse-logo-august-2024-1-150×150.png” alt=”British Dyslexia Association Link” title_text=”MetaSENse-logo-august-2024 (1)” url=”https:\/\/www.educationalneuroscience.org.uk\/metasense\/” url_new_window=”on” align=”center” admin_label=”Img – MetaSENse” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – MetaSENse” _builder_version=”4.27.2″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url=”https:\/\/www.educationalneuroscience.org.uk\/metasense\/” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n
MetaSENse<\/u><\/p>\n
[\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Raising educational outcomes for students with SEN and disabilities (MetaSENse)<\/strong> was\u00a0funded by the Nuffield Foundation<\/a> do undertake a systematic review and meta-analysis of the effectiveness of interventions to improve educational abilities for children with different special educational needs and disabilities to understand what works best for which children and in which settings.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/10\/IN-HUB-cropped-Logo-white-background-150×150.png” alt=”Enquire Link” title_text=”IN-HUB cropped-Logo-white-background” url=”https:\/\/www.toolsforschools.info\/inhub\/about\/” url_new_window=”on” align=”center” admin_label=”Img- ToolsforSchools” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – ToolsforSchools” _builder_version=”4.27.2″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url=”https:\/\/www.toolsforschools.info\/inhub\/about\/” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n ToolsforSchools\/IN-Hub<\/u><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n ToolsForSchools and IN-hub are engagement projects run by the University of Exeter to improve provision for school-staff and increase inclusion for neurodivergent people in schools.\u00a0IN-hub is a database of resources developed to help school-staff support neurodivergent people.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/10\/EPICThinkLearn-300×168.jpg” alt=”Dyslexia Scotland Link” title_text=”EPICThinkLearn” url=”https:\/\/epicthinklearn.com\/about\/” url_new_window=”on” align=”center” admin_label=”Img – EPICThinkLearn” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – EPICThinkLearn” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-25px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n EPICThinkLearn<\/u><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n EPIC ThinkLearn supports neurodivergent children to better understand who they are and how their brain works. It encourages parents, teachers and clinicians to see things from the child’s perspective and to pick resources from its toolkit to match their child’s goals.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_4,1_4,1_4″ _builder_version=”4.16″ _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\/10\/PAASS-ucl-project-1-300×114.jpg” alt=”CALL Scotland Link” title_text=”PAASS ucl project” url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10180745\/1\/Access%20Arrangements%20Infographic%20for%20Students.pdf” url_new_window=”on” align=”center” admin_label=”Img – PAASS” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – PAASS” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10180745\/1\/Access%20Arrangements%20Infographic%20for%20Students.pdf” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n PAASS Access Arrangements<\/u><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text PAASS” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n This project investigated the efficacy of exam access arrangements for students with Specific Learning Difficulties (SpLD). Findings are\u00a0of interest to practitioners, academics, families of students with SpLD, examination boards, policy makers, and academics specialising in related disorder groups. To disseminate the research as wide as possible a variety of outputs will be produced.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/12\/UCL-CIE-Orange-1-2-pdf-300×212.jpg” alt=”CALL Scotland Link” title_text=”UCL CIE Orange 1″ url=”https:\/\/www.ucl.ac.uk\/short-courses\/search-courses\/special-educational-needs-and-disability-send-developing-quality-inclusive-practice” url_new_window=”on” align=”center” admin_label=”Img – UCLCIE courses” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – UCL CIE courses” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.ucl.ac.uk%2Fshort-courses%2Fsearch-courses%2Fspecial-educational-needs-and-disability-send-developing-quality-inclusive-practice&data=05%7C02%7Cgks3%40st-andrews.ac.uk%7Cffda74523d6242737bc408dd14768d28%7Cf85626cb0da849d3aa5864ef678ef01a%7C0%7C0%7C638689221625926143%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=wvJB2%2BPvysQd4FiLQnVNXlhWcz4Ec8elR7Vl1a%2B3Ck0%3D&reserved=0″ link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice<\/a><\/span><\/span><\/p>\n [\/et_pb_text][et_pb_text admin_label=”UCL CIE courses” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice is a suite of online courses provides the knowledge and skills to improve provision in schools for pupils with SEND. The 16 units can be taken at any time and in any order making it possible to curate your own CPD pathway, learning at your own pace and focusing on your key areas of interest. The course is run by the Centre for Inclusive Education (CIE) at IOE, UCL’s faculty of education and society, and is aimed at aspiring special educational needs co-ordinators (SENCOs), early career teachers, learning support assistants and teaching assistants.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2025\/08\/EAA-infographic-image-300×153.png” alt=”thumbnail of EAA infographic image” title_text=”EAA infographic image” url=”https:\/\/www.ucl.ac.uk\/short-courses\/search-courses\/special-educational-needs-and-disability-send-developing-quality-inclusive-practice” url_new_window=”on” align=”center” admin_label=”Img – EAA infographic” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Link Txt – EAA infographic” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10180745\/1\/Access%20Arrangements%20Infographic%20for%20Students.pdf” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n Exam Access Arrangements – infographic<\/span><\/span><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Txt EAA infographic” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n As part of the PAASS project, which was funded by the Nuffield Foundation to examine exam access arrangements (EAA) for students with specific learning difficulties, a number of practitioner outputs were developed. These included an infographic which was co-produced with students and practitioners to explain the purpose of EAA to secondary students, a route map which identifies the important steps to ensure effective EAA provision, and a detailed school audit tool that encourages schools to reflect on their current EAA provision and whether they might improve what they offer.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2025\/08\/EAA-SelfAudit-tool-image-300×207.png” alt=”thumnail of EAA self audit form” title_text=”EAA SelfAudit tool image” url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10211004\/1\/PAASS%20school%20self%20audit%20v2.pdf” url_new_window=”on” align=”center” admin_label=”Img – EAA self audit tool” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Link Txt – EAA self audit tool” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10211004\/1\/PAASS%20school%20self%20audit%20v2.pdf” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n EAA Self audit tool<\/span><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Txt EAA self audit tool” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Also part of the Nuffield-funded PAASS project, this detailed school audit tool encourages schools to reflect on their current EAA provision and whether they might improve what they offer.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_4,1_4,1_4″ _builder_version=”4.16″ _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\/08\/EAA-Routemap-300×170.png” alt=”thumbnail of EAA routemap” title_text=”EAA Routemap” url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10180745\/1\/Access%20Arrangements%20Infographic%20for%20Students.pdf” url_new_window=”on” align=”center” admin_label=”Img – EAA Route map for support” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – EAA Route map for support” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10207709\/” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n EAA Routemap<\/u><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text EAA – Route map for support” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n The final element of the PAASS project resources suite is this route map which identifies the important steps to ensure effective EAA provision.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/12\/UCL-CIE-Orange-1-2-pdf-150×106.jpg” alt=”CALL Scotland Link” title_text=”UCL CIE Orange 1″ url=”https:\/\/www.ucl.ac.uk\/short-courses\/search-courses\/special-educational-needs-and-disability-send-developing-quality-inclusive-practice” url_new_window=”on” disabled_on=”on|on|on” admin_label=”Img – UCLCIE courses” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”][\/et_pb_image][et_pb_text disabled_on=”on|on|on” admin_label=”Txt – UCL CIE courses” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.ucl.ac.uk%2Fshort-courses%2Fsearch-courses%2Fspecial-educational-needs-and-disability-send-developing-quality-inclusive-practice&data=05%7C02%7Cgks3%40st-andrews.ac.uk%7Cffda74523d6242737bc408dd14768d28%7Cf85626cb0da849d3aa5864ef678ef01a%7C0%7C0%7C638689221625926143%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=wvJB2%2BPvysQd4FiLQnVNXlhWcz4Ec8elR7Vl1a%2B3Ck0%3D&reserved=0″ link_option_url_new_window=”on” disabled=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice<\/a><\/span><\/p>\n [\/et_pb_text][et_pb_text disabled_on=”on|on|on” admin_label=”UCL CIE courses” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice is a suite of online courses provides the knowledge and skills to improve provision in schools for pupils with SEND. The 16 units can be taken at any time and in any order making it possible to curate your own CPD pathway, learning at your own pace and focusing on your key areas of interest. The course is run by the Centre for Inclusive Education (CIE) at IOE, UCL’s faculty of education and society, and is aimed at aspiring special educational needs co-ordinators (SENCOs), early career teachers, learning support assistants and teaching assistants.<\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/12\/UCL-CIE-Orange-1-2-pdf-150×106.jpg” alt=”CALL Scotland Link” title_text=”UCL CIE Orange 1″ url=”https:\/\/www.ucl.ac.uk\/short-courses\/search-courses\/special-educational-needs-and-disability-send-developing-quality-inclusive-practice” url_new_window=”on” disabled_on=”on|on|on” admin_label=”Img – EAA infographic” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”][\/et_pb_image][et_pb_text disabled_on=”on|on|on” admin_label=”Txt EAA infographic” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice is a suite of online courses provides the knowledge and skills to improve provision in schools for pupils with SEND. The 16 units can be taken at any time and in any order making it possible to curate your own CPD pathway, learning at your own pace and focusing on your key areas of interest. The course is run by the Centre for Inclusive Education (CIE) at IOE, UCL’s faculty of education and society, and is aimed at aspiring special educational needs co-ordinators (SENCOs), early career teachers, learning support assistants and teaching assistants.<\/p>\n [\/et_pb_text][et_pb_text disabled_on=”on|on|on” admin_label=”Link Txt – EAA infographic” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.ucl.ac.uk%2Fshort-courses%2Fsearch-courses%2Fspecial-educational-needs-and-disability-send-developing-quality-inclusive-practice&data=05%7C02%7Cgks3%40st-andrews.ac.uk%7Cffda74523d6242737bc408dd14768d28%7Cf85626cb0da849d3aa5864ef678ef01a%7C0%7C0%7C638689221625926143%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=wvJB2%2BPvysQd4FiLQnVNXlhWcz4Ec8elR7Vl1a%2B3Ck0%3D&reserved=0″ link_option_url_new_window=”on” disabled=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice<\/a><\/span><\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2024\/12\/UCL-CIE-Orange-1-2-pdf-150×106.jpg” alt=”CALL Scotland Link” title_text=”UCL CIE Orange 1″ url=”https:\/\/www.ucl.ac.uk\/short-courses\/search-courses\/special-educational-needs-and-disability-send-developing-quality-inclusive-practice” url_new_window=”on” disabled_on=”on|on|on” admin_label=”Img – EAA self audit tool” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”][\/et_pb_image][et_pb_text disabled_on=”on|on|on” admin_label=”Txt EAA self audit tool” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice is a suite of online courses provides the knowledge and skills to improve provision in schools for pupils with SEND. The 16 units can be taken at any time and in any order making it possible to curate your own CPD pathway, learning at your own pace and focusing on your key areas of interest. The course is run by the Centre for Inclusive Education (CIE) at IOE, UCL’s faculty of education and society, and is aimed at aspiring special educational needs co-ordinators (SENCOs), early career teachers, learning support assistants and teaching assistants.<\/p>\n [\/et_pb_text][et_pb_text disabled_on=”on|on|on” admin_label=”Link Txt – EAA self audit tool” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url=”https:\/\/https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.ucl.ac.uk%2Fshort-courses%2Fsearch-courses%2Fspecial-educational-needs-and-disability-send-developing-quality-inclusive-practice&data=05%7C02%7Cgks3%40st-andrews.ac.uk%7Cffda74523d6242737bc408dd14768d28%7Cf85626cb0da849d3aa5864ef678ef01a%7C0%7C0%7C638689221625926143%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=wvJB2%2BPvysQd4FiLQnVNXlhWcz4Ec8elR7Vl1a%2B3Ck0%3D&reserved=0″ link_option_url_new_window=”on” disabled=”on” global_colors_info=”{}”]<\/p>\n SEND: Developing Quality Inclusive Practice<\/a><\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_4,1_4″ disabled_on=”off|off|off” _builder_version=”4.27.0″ _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 – Relevant organisations” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/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_column][\/et_pb_row][et_pb_row _builder_version=”4.17.3″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.17.3″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – Intro” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n There are many organisations that focus on supporting specific learning differences, providing resources for individuals or researching this important area. Some are included below but SLDN is not directly associated with these organisations so is not responsible for content on these websites.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_4,1_4,1_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\/2022\/03\/20220324-CALLScotland.jpg” alt=”CALL Scotland Link” url=”https:\/\/www.callscotland.org.uk\/home\/” url_new_window=”on” admin_label=”Img – CALL Scotland” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – CALL Scotland” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” custom_padding=”||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n CALL Scotland<\/u><\/a><\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/03\/20220324-BDyslexiaAssociation.jpg” alt=”British Dyslexia Association Link” url=”https:\/\/www.bdadyslexia.org.uk\/” url_new_window=”on” admin_label=”Img – British Dyslexia” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – British Dyslexia” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n British Dyslexia<\/u><\/a><\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/03\/20220324-Enquire.jpg” alt=”Enquire Link” url=”https:\/\/enquire.org.uk\/” url_new_window=”on” admin_label=”Img- Enquire” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – Enquire” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n ENQUIRE<\/u><\/a><\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/03\/20220324-DyslexiaScotland.jpg” alt=”Dyslexia Scotland Link” url=”https:\/\/www.dyslexiascotland.org.uk\/” url_new_window=”on” admin_label=”Img – Dyslexia Scotland” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – Dyslexia Scotland” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n Dyslexia Scotland<\/u><\/a><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_4,1_4,1_4″ _builder_version=”4.16″ _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=”http:\/\/med.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/55\/2022\/03\/20220324-SLDO.jpg” alt=”Scottish Learning Disabilities Observatory Link” url=”https:\/\/www.sldo.ac.uk\/” url_new_window=”on” admin_label=”Img – SLDO” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – SLDO” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n Scottish\u00a0Learning Disabilities Observatory<\/u><\/a><\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/04\/20220421-MindRoom.jpg” alt=”Salvesen Mindroom Research Centre” title_text=”20220421-MindRoom” url=”https:\/\/www.ed.ac.uk\/salvesen-research” url_new_window=”on” admin_label=”Img – Mindroom” _builder_version=”4.17.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – Mindroom” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n Salvesen Mindroom Research Centre<\/u><\/a><\/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_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/03\/20220331-GovUk.jpg” alt=”Department of Education Link” url=”https:\/\/consult.education.gov.uk\/send-review-division\/send-review-2022\/” url_new_window=”on” admin_label=”Img – DoE” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Txt – DoE” _builder_version=”4.17.3″ _module_preset=”default” custom_margin=”-20px||||false|false” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n Department for Education<\/u><\/a><\/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_column][\/et_pb_row][et_pb_row column_structure=”3_4,1_4″ disabled_on=”on|on|on” _builder_version=”4.16″ _module_preset=”default” max_width=”none” disabled=”on” 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 – Resources” _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]<\/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_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ disabled_on=”on|on|on” _builder_version=”4.27.4″ _module_preset=”default” max_width=”2560px” disabled=”on” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/01\/SLDN-Impacts-infographic-232×300.png” alt=”SLDN Impacts infographic” title_text=”SLDN Impacts infographic” url=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/01\/SLDN-Impacts-infographic.png” align=”center” admin_label=”Infographic image” _builder_version=”4.27.4″ _module_preset=”default” border_width_all=”2px” border_color_all=”#0C71C3″ global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Infographic” _builder_version=”4.27.4″ _module_preset=”default” module_alignment=”center” global_colors_info=”{}”]<\/p>\n SLDN Infographic July 2025<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2023\/09\/SLDN-flyer-A5-208×300.png” title_text=”SLDN flyer A5″ url=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2023\/09\/SLDN-flyer-A5-1.png” align=”center” admin_label=”Poster Image” _builder_version=”4.27.4″ _module_preset=”default” module_alignment=”left” border_width_all=”2px” border_color_all=”#0C71C3″ global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”SLDN poster” _builder_version=”4.27.4″ _module_preset=”default” module_alignment=”center” global_colors_info=”{}”]<\/p>\n SLDN poster<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2023\/09\/illustrated-leaflet-June-23-300×210.png” title_text=”illustrated leaflet June 23″ url=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2023\/09\/SLDN-illustrated-leaflet.pdf” align=”center” admin_label=”Leaflet Image” _builder_version=”4.27.4″ _module_preset=”default” module_alignment=”center” border_width_all=”2px” border_color_all=”#0C71C3″ global_colors_info=”{}”][\/et_pb_image][et_pb_text admin_label=”Overview leaflet” _builder_version=”4.27.4″ _module_preset=”default” module_alignment=”center” global_colors_info=”{}”]<\/p>\n SLDN overview leaflet (2-page)<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ disabled_on=”on|on|on” admin_label=”Section – In the Media” _builder_version=”4.27.4″ _module_preset=”default” disabled=”on” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt Header- In the Media” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.18.0″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – TES” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n It\u2019s important to continue to raise awareness about dyslexia, but lesser-known literacy and language difficulties also deserve our attention, says Maggie Snowling.<\/span><\/p>\n [\/et_pb_text][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 column_structure=”1_3,2_3″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.19.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_video src=”https:\/\/www.youtube.com\/watch?v=oAt2SFXDBFo&t=644s” admin_label=”Video – Italian DA” _builder_version=”4.27.4″ _module_preset=”default” module_alignment=”left” global_colors_info=”{}”][\/et_pb_video][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.19.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – SP Italian Dyslexia Association” _builder_version=”4.19.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Dr Silvia Paracchini discusses the genetics of dyslexia with the Italian Dyslexia Association in a live streamed event.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”2560px” 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=”4.18.0″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – Guardian” _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Research sheds light on hereditary aspect of disorder in largest such study to date.\u00a0 A host of genetic variants associated with dyslexia have been identified by researchers, shedding light on the hereditary aspect of the disorder.<\/p>\n [\/et_pb_text][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=”1050%” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.17.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – Scotsmas” _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Increasingly cheap and powerful technology means genomic data can be generated at scale, allowing the investigation of the genetic basis for all sorts of traits, including our behaviour and personality.\u00a0\u00a0<\/p>\n [\/et_pb_text][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” width=”80%” max_width=”80%” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”2_5,3_5″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”2_5″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_video src=”https:\/\/www.youtube.com\/watch?v=qYGGKdtcs24&list=PL9Kjb1sX01IcHqUHe3twZ1E9SN16wsVLH&index=5″ admin_label=”Video – Podcast” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_video][\/et_pb_column][et_pb_column type=”3_5″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – Podcast” _builder_version=”4.17.3″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n In this episode of Dyslexia News Darren chats to Dr Silvia Paracchini & Dr Michelle Luciano following on from their project \u2018Specific Learning Disorders in Scotland\u2019 receiving a \u00a310,000 funding boost from the Royal Society of Edinburgh. We delve into the genetics behind dyslexia and the different ways that the learning difference effects people including the impact interests and personality traits have on dyslexia.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” max_width=”2056px” 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_section][et_pb_section fb_built=”1″ disabled_on=”on|on|on” admin_label=”Section – Publications” _builder_version=”4.16″ _module_preset=”default” disabled=”on” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt Header- Publications” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.18.0″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2022\/10\/Graph.png” alt=”Manhattan plot of the genome-wide association analysis of dyslexia.” title_text=”Graph” _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – Genome article” _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. Family studies of dyslexia suggest heritability up to 70%, yet few convincing genetic markers have been found.\u00a0<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” 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=”4.18.0″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt – Nature vs Nurture” _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n The question of whether it is genes or environment that largely shapes human behaviour has been debated for centuries. During the second half of the 20th century, there were two camps of scientists \u2013 each believing that nature or nurture, respectively, was exclusively at play.\u00a0<\/p>\n [\/et_pb_text][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 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\u00a0<\/h1>\n
Relevant organisations<\/h1>\n
<\/p>\nResources<\/h1>\n
<\/p>\nIn the Media<\/h1>\n
<\/p>\nWhy schools need to look beyond dyslexia<\/a><\/h2>\n
17 May 2023<\/h3>\n
DSA and genetics: discovering the latest scientific results<\/span><\/h2>\n
13 February 2023<\/h3>\n
Host of genes and genetic variants linked to dyslexia identified<\/a><\/h2>\n
20 October 2022<\/h3>\n
Genomic research that can help explain personality traits and behaviour raises ethical questions<\/a><\/h2>\n
12 April 2022<\/h3>\n
The Genetics of Dyslexia | Specific Learning Disorders, Scotland<\/h2>\n
13 Jan 2022<\/h3>\n
Publications<\/h1>\n
<\/p>\nDiscovery of 42 genome-wide significant loci associated with dyslexia<\/a><\/h2>\n
Nature v Nurture<\/a><\/h2>\n