Bridging the gaps: How collaboration and technology can support students with specific learning difficulties
On 5 March, the Specific Learning Difficulties Network (SLDN), co-founded by Professor of Neurogenetics and Genomics Prof. Silvia Paracchini, hosted an event at the University of St Andrews. The conference brought together innovators, academics, practitioners, local authorities, and government representatives. The SLDN, founded to foster collaboration across disciplines, aims to improve outcomes for individuals with specific learning difficulties (SpLDs), such as dyslexia, dyscalculia, and dysgraphia.
The event served as a vital platform for participants to discuss the role of technology in supporting students with SpLDs in the classroom, while voicing barriers and proposing solutions. What made this gathering unique was its focus on facilitating dialogue between stakeholders who often operate in isolation. By creating a space for open conversation, the event highlighted three key themes: the potential of technology, the commitment of practitioners to supporting students, and the barriers that must be tackled.
The potential of technology
Technology offers immense opportunities to support children with SpLDs, from increasing accessibility to personalising learning experiences. Programmes like NELI (Nuffield Early Language Intervention) have demonstrated measurable success in improving language and literacy skills. Similarly, CALL Scotland provides practical, effective resources such as posters with clear guidelines for using assistive technology in classrooms. These tools empower both teachers and students, fostering more inclusive learning environments.
However, realising the full potential of technology involves more than just providing tools—it requires thoughtful implementation. As Aimee Denholm, a primary school teacher, explained: ICT-assisted tools can give confidence to teachers, parents, and pupils, but only if sufficient training is provided. Without proper support, educators may mistrust or underuse these tools, leaving promising interventions underutilised.
The commitment of practitioners
Despite the challenges, the event underscored the strong commitment of practitioners to improving outcomes for students with SpLDs. Teachers, researchers, and local authorities showed enthusiasm for adopting new tools and interventions that can make a tangible difference in classrooms. As Fran Foreman from Education Scotland, noted, “The sessions have shown how practical applications and linking to practice is in high demand, and the research is quite inspiring”.
Yet enthusiasm alone is not enough to overcome systemic challenges. Participants identified several key barriers to the effective adoption of technology and evidence-based interventions: lack of time, as teachers juggle multiple competing demands; limited resources, including funding and access to professional training; and lack of expertise, with many educators unsure how to interpret research or implement new tools effectively. These barriers are especially pronounced in settings where senior leadership buy-in is missing, or professional development is underfunded. As one participant observed, “Research is often perceived as adding to teachers’ workloads, rather than helping them address existing challenges.”
Breaking down barriers through collaboration
A recurring theme throughout the event was the importance of collaboration and participatory design. By involving teachers, students, and parents in the development of tools and interventions, solutions can be tailored to meet real-world classroom needs. This approach not only increases the practicality and inclusivity of innovations but also fosters a sense of ownership among stakeholders, leading to more effective and sustainable implementation.
Proposed solutions included increasing collaboration with third-sector organisations and cultivating local champions who can advocate for change and inspire their peers. One participant noted that “success happens where leadership from the top meets resilience from the bottom.” highlighting the critical importance of communication and collaboration at every level of the education system. By bringing together diverse expertise, we can break down silos, address barriers, and ensure that technology and research are implemented in ways that are practical, sustainable, and equitable. By creating spaces for dialogue, we can ensure that all voices—whether from the classroom, the lab, or policymaking offices—are heard and valued.
Ultimately, the event was a reminder that technology alone is not the solution. Its success depends on training, funding, and—most importantly—collaboration. Practitioners are eager to embrace innovation, but they cannot do it alone. By fostering communication and shared learning, we can ensure that all students, regardless of their learning difficulties, have the tools and support they need to thrive.