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Research priorities, page content, what is a priority setting partnership, research priorities for dysphagia, research priorities for developmental language disorder, research priorities for learning disabilities, what do the research priorities mean for me, next steps and support from the rcslt research team.
The RCSLT has embarked on a project to develop the top priorities for new research in speech and language therapy, using a priority setting partnership (PSP). PSPs enable clinicians, patients and carers to work together to identify and prioritise evidence uncertainties, in particular areas of health and care, that could be answered by research.
It is anticipated that the research priorities identified will be used by researchers, higher education institutes and research funders, to guide future research.
The RCSLT has used a Research Priorities Working Group to agree the scope and approach to the projects and to oversee the delivery.
In 2015, RCSLT members completed a questionnaire that asked for SLTs’ thoughts on gaps in the evidence base that impact on their delivery of quality care.
Five key clinical areas were identified as those that required a PSP first:
For the first three of these areas, SLTs, patients/service users and other professionals, worked together to use the evidence gaps to develop a list of research questions.
The long list was then prioritised to develop a ‘top 10’ list of questions for each area. This was done via a second online questionnaire involving SLTs, service users and other professionals.
The RCSLT has developed top 10 priorities for research in dysphagia, learning disabilities and developmental language disorders (DLD).
Download resources to learn about the research priorities in dysphagia for the speech and language therapy profession:
Since the priorities were published, there have been annual campaigns to document what research has been conducted in relation to them.
RCSLT is revisiting and extending the original developmental language disorder (DLD) project, to translate the research priority areas into fundable research questions that we can submit to funding bodies. This will complete in early 2025.
We have appointed a researcher to lead this project, but if you are interested in contributing to this second phase of the project, either as a clinician or as a researcher, please contact [email protected] .
Download resources to learn about the research priorities in DLD for the speech and language therapy profession:
Since these priorities were published, there has been a campaign to document what research has been conducted in relation to the top 10 priorities.
Download resources to learn about the learning disabilities (LD) research priorities for the speech and language therapy profession:
Since these priorities were published, there have been two annual campaigns to document what research has been conducted in relation to the top 10 priorities.
View the supplementary material to our article published in Tizard Learning Disability Review ‘ Learning disabilities: PSP process, data and documentation’ (PDF) .
There are lots of ways you can use the priorities to support your work.
If you’re a speech and language therapist:
If you’re a researcher conducting research in the field of speech and language therapy:
The research team are happy to support your activities in relation to any of the research priorities. We can provide advice about your project, a letter of support and relevant resources to support your activity. We can also help you to share information on the research/activities that you are carrying out.
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Research output : Contribution to journal › Article › peer-review
To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of academic problems as the highest ranked priorities. Present publication topics were found to address some of the more frequently mentioned issues including academic assessment and remediation, while ignoring generalization and maintenance of treatment effects as well as early identification and prevention of learning disabilities. Implications of survey and journal-analysis results are drawn.
T1 - Current research topics in learning disabilities
AU - Bursuck, William D.
AU - Epstein, Michael H.
PY - 1987/2
Y1 - 1987/2
N2 - To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of academic problems as the highest ranked priorities. Present publication topics were found to address some of the more frequently mentioned issues including academic assessment and remediation, while ignoring generalization and maintenance of treatment effects as well as early identification and prevention of learning disabilities. Implications of survey and journal-analysis results are drawn.
AB - To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of academic problems as the highest ranked priorities. Present publication topics were found to address some of the more frequently mentioned issues including academic assessment and remediation, while ignoring generalization and maintenance of treatment effects as well as early identification and prevention of learning disabilities. Implications of survey and journal-analysis results are drawn.
UR - http://www.scopus.com/inward/record.url?scp=84924875434&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84924875434&partnerID=8YFLogxK
U2 - 10.2307/1510749
DO - 10.2307/1510749
M3 - Article
AN - SCOPUS:84924875434
SN - 0731-9487
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
Looking for interesting disability topics for a research paper or project? This field is hot, controversial, and definitely worth studying!
👍 disability essay topics, 📑 research questions about disabilities, 🎓 good research topics about disabilities.
The disability study field includes the issues of physical, mental, and learning disabilities, as well as the problem of discrimination. In this article, we’ve gathered great disability essay topics & research questions, as well as disability topics to talk about. We hope that our collection will inspire you.
IvyPanda. (2024, February 25). 160 Disabilities Topics for Research Papers & Essays. https://ivypanda.com/essays/topic/disabilities-essay-topics/
"160 Disabilities Topics for Research Papers & Essays." IvyPanda , 25 Feb. 2024, ivypanda.com/essays/topic/disabilities-essay-topics/.
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IvyPanda . 2024. "160 Disabilities Topics for Research Papers & Essays." February 25, 2024. https://ivypanda.com/essays/topic/disabilities-essay-topics/.
1. IvyPanda . "160 Disabilities Topics for Research Papers & Essays." February 25, 2024. https://ivypanda.com/essays/topic/disabilities-essay-topics/.
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IvyPanda . "160 Disabilities Topics for Research Papers & Essays." February 25, 2024. https://ivypanda.com/essays/topic/disabilities-essay-topics/.
Research Involvement and Engagement volume 10 , Article number: 47 ( 2024 ) Cite this article
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As co-design and community-based participatory research gain traction in health and disability, the challenges and benefits of collaboratively conducting research need to be considered. Current literature supports using co-design to improve service quality and create more satisfactory services. However, while the ‘why’ of using co-design is well understood, there is limited literature on ‘ how ’ to co-design. We aimed to describe the application of co-design from start to finish within a specific case study and to reflect on the challenges and benefits created by specific process design choices.
A telepractice re-design project has been a case study example of co-design. The co-design was co-facilitated by an embedded researcher and a peer researcher with lived experience of disability. Embedded in a Western Australian disability organisation, the co-design process included five workshops and a reflection session with a team of 10 lived experience and staff participants (referred to as co-designers) to produce a prototype telepractice model for testing.
The findings are divided into two components. The first describes the process design choices made throughout the co-design implementation case study. This is followed by a reflection on the benefits and challenges resulting from specific process design choices. The reflective process describes the co-designers’ perspective and the researcher’s and organisational experiences. Reflections of the co-designers include balancing idealism and realism, the value of small groups, ensuring accessibility and choice, and learning new skills and gaining new insights. The organisational and research-focused reflections included challenges between time for building relationships and the schedules of academic and organisational decision-making, the messiness of co-design juxtaposed with the processes of ethics applications, and the need for inclusive dissemination of findings.
The authors advocate that co-design is a useful and outcome-generating methodology that proactively enables the inclusion of people with disability and service providers through community-based participatory research and action. Through our experiences, we recommend community-based participatory research, specifically co-design, to generate creative thinking and service design.
Making better services with communities (called co-design) and doing research with communities (e.g. community-based participatory research) are ways to include people with lived experience in developing and improving the services they use. Academic evidence shows why co-design is valuable, and co-design is increasing in popularity. However, there needs to be more information on how to do co-design. This article describes the process of doing co-design to make telepractice better with a group of lived experience experts and staff at a disability organisation. The co-design process was co-facilitated by two researchers – one with a health background and one with lived experience of disability. Telepractice provides clinical services (such as physiotherapy or nursing) using video calls and other digital technology. The co-design team did five workshops and then reflected on the success of those workshops. Based on the groups’ feedback, the article describes what worked and what was hard according to the co-designers and from the perspective of the researchers and the disability organisation. Topics discussed include the challenge of balancing ideas with realistic expectations, the value of small groups, accessibility and choice opportunities and learning new skills and insights. The research and organisational topics include the need to take time and how that doesn’t fit neatly with academic and business schedules, how the messiness of co-design can clash with approval processes, and different ways of telling people about the project that are more inclusive than traditional research. The authors conclude that co-design and community-based participatory research go well together in including people with lived experience in re-designing services they use.
Peer Review reports
Co-design has the potential to positively impact co-designers and their community, researchers, and organisations. Co-design is defined as designing with, not for, people [ 1 ] and can reinvigorate business-as-usual processes, leading to new ideas in industry, community and academia. As co-design and community-based participatory research gain traction, the challenges and benefits of collaborative research between people with lived experience and organisations must be considered [ 2 ].
Disability and healthcare providers previously made decisions for individuals as passive targets of an intervention [ 3 ]. By contrast, the involvement of consumers in their care [ 4 ] has been included as part of accreditation processes [ 4 ] and shown to improve outcomes and satisfaction. For research to sufficiently translate into practice, consumers and providers should be involved actively, not passively [ 4 , 5 ].
Approaches such as community-based participatory research promote “a collaborative approach that equitably involves community members, organisational representatives and researchers in all aspects of the research process” [ 6 ] (page 1). This approach originated in public health research and claims to empower all participants to have a stake in project success, facilitating a more active integration of research into practice and decreasing the knowledge to practice gap 6 . Patient and public involvement (PPI) increases the probability that research focus, community priorities and clinical problems align, which is increasingly demanded by research funders and health systems [ 7 ].
As community-based participatory research is an overarching approach to conducting research, it requires a complementary method, such as co-production, to achieve its aims. Co-production has been attributed to the work of Ostrom et al. [ 8 ], with the term co-design falling under the co-production umbrella. However, co-design can be traced back to the participatory design movement [ 9 ]. The term co-production in the context of this article includes co-planning, co-discovery, co-design, co-delivery, and co-evaluation [ 10 ]. Within this framework, the concept of co-design delineates the collaborative process of discovery, creating, ideating and prototyping to design or redesign an output [ 11 ]. The four principles of co-design, as per McKercher [ 1 ], are sharing power, prioritising relationships, using participatory means and building capacity [ 1 ]. This specific method of co-design [ 1 ] has been used across multiple social and healthcare publications [ 10 , 12 , 13 , 14 ].
A systematic review by Ramos et al. [ 15 ] describes the benefits of co-design in a community-based participatory-research approach, including improved quality and more satisfactory services. However, as identified by Rahman et al. [ 16 ], the ‘ why ’ is well known, but there is limited knowledge of ‘ how ’ to co-design. Multiple articles provide high-level descriptions of workshops or briefly mention the co-design process [ 13 , 17 , 18 , 19 ]. Pearce et al. [ 5 ] include an in-depth table of activities across an entire co-creation process, however within each part i.e., co-design, limited descriptions were included. A recent publication by Marwaa et al. [ 20 ] provides an in-depth description of two workshops focused on product development, and Tariq et al. [ 21 ] provides details of the process of co-designing a research agenda. Davis et al. [ 11 ] discuss co-design workshop delivery strategies summarised across multiple studies without articulating the process from start to finish. Finally, Abimbola et al. [ 22 ] provided the most comprehensive description of a co-design process, including a timeline of events and activities; however, this project only involved clinical staff and did not include community-based participation.
As “We know the why, but we need to know the how-to” [ 16 ] (page 2), of co-design, our primary aim was to describe the application of co-design from start to finish within a specific case study. Our secondary aim was to reflect on the challenges and benefits created by specific process design choices and to provide recommendations for future applications of co-design.
The case study, a telepractice redesign project, was based at Rocky Bay, a disability support service provider in Perth, Australia [ 23 ]. The project aimed to understand the strengths and pain points of telepractice within Rocky Bay. We expanded this to include telepractice in the wider Australian disability sector. The project also aimed to establish potential improvements to increase the uptake and sustainability of Rocky Bay’s telepractice service into the future. Rocky Bay predominantly serves people under the Australian National Disability Insurance Scheme (NDIS) [ 24 ] by providing a variety of services, including allied health (e.g. physiotherapy, dietetics, speech pathology, etc.), nursing care (including continence and wound care), behaviour support and support coordination [ 23 ]—Rocky Bay services metropolitan Perth and regional Western Australia [ 23 ].
The first author, CB, predominantly conducted this research through an embedded researcher model [ 25 ] between Curtin University and Rocky Bay. An embedded researcher has been defined as “those who work inside host organisations as members of staff while also maintaining an affiliation with an academic institution” [ 25 ] (page 1). They had some prior contextual understanding which stemmed from being a physiotherapist who had previously delivered telehealth in an acute health setting. A peer researcher, WSJ, with lived experience of disability, worked alongside CB. They had no previous experience in research or co-design, this was their first paid employment and they had an interest in digital technology. Peer Researcher is a broad term describing the inclusion of a priority group or social network member as part of the research team to enhance the depth of understanding of the communities to which they belong [ 26 ]. Including a peer researcher in the team promoted equity, collective ownership, and better framing of the research findings to assist with connecting with people with lived experience. These outcomes align with key components of community-based participatory research and co-design [ 27 , 28 , 29 , 30 ].
Person-first language was used as the preference of experts with lived experience who contributed to this research to respect and affirm their identity. However, we respect the right to choose and the potential for others to prefer identity-first language [ 31 ].
A summary of the structure of the phases completed before co-design workshops are represented in Fig. 1 below. Ethical approval for the project was received iteratively before each phase on the timeline (Fig. 1 ) from the Curtin Human Research Ethics Committee (HRE2021-0731). The reporting of this article has been completed in line with the Guidance for Reporting Involvement of Patients and the Public (GRIPP2) checklist [ 7 ].
Summary of telepractice co-design project structure [ 1 ]
Here, we present an outline of the chosen research methods with descriptions of each process design choice and supporting reasons and examples specific to the study. The format is in chronological order, with further details of each step provided in Appendix 1 (Supplementary Material 1).
Process of co-production and preparation for co-design.
Co-production was chosen as the planning method for the study, as the inclusion of community members (Rocky Bay Lived experience experts and Staff) in each step of the research process would increase buy-in and make the research more likely to meet their needs [ 5 ]. An example of co-planning (part of co-production) includes the study steering committee, with a lived experience expert, clinician and project sponsor representatives collaborating on the selection of study aim, methods and recruitment processes. Another example of co-planning, co-design, and co-delivery was recruiting a peer researcher with disability, who worked with the embedded researcher throughout the study design and delivery.
The second process design choice was to attempt to build safe enough conditions for community participation, as people who feel unsafe or unwelcome are less likely to be able to participate fully in the research [ 1 ]. Building conditions for safety was applied by repeatedly acknowledging power imbalances, holding space for community input, and anticipating and offering accessibility adjustments without judgment.
Understanding and synthesising what is already known about telepractice experiences and learning from lived experience was prioritised as the first step in the process. We paired a scoping review of the literature with scoping the lived experiences of the community [ 32 ]. Our reasoning was to understand whether the findings aligned and, secondly, to learn what had already been done and to ask what was next, rather than starting from the beginning [ 1 ]. Examples of strategies used in this step included interviewing clinicians and service provider Managers across Australia to establish how they implemented telepractice during the pandemic and understand their views of what worked and what did not. The second learning process occurred onsite at Rocky Bay, with people with lived experience, clinicians and other support staff, whom the embedded researcher and peer researcher interviewed to understand experiences of telepractice at Rocky Bay.
The authors presented the interview findings during focus groups with Rocky Bay participants to share the learnings and confirm we had understood them correctly. The groups were divided into staff and lived experience cohorts, allowing for peer discussions and sharing of common experiences. This helped build relationships and a sense of familiarity moving into the workshop series.
This section outlines specific components of the co-design workshop preparation before describing each of the five workshops and the final reflection session.
Two process design choices were implemented to form the co-design group. The first was to prioritise lived experience input as there are generally fewer opportunities for lived experience leadership in service design [ 16 ], and because the disability community have demanded they be included where the focus impacts them [ 33 ]. To acknowledge the asymmetry of power between community members, people with lived experience of disability and professionals, we ensured the co-design group had at least the same number of lived experience experts as staff.
The second priority for the co-design group was to include people for whom involvement can be difficult to access (e.g. people who are isolated for health reasons and cannot attend in-person sessions, people who live in supported accommodation, part-time staff, and people navigating the dual-role of staff member while disclosing lived experience). It was important to learn from perspectives not commonly heard from and support equity of access for participants [ 4 ].
When structuring the workshop series, lived experience co-designers nominated meeting times outside standard work hours to reduce the impact of co-design on work commitments and loss of income while participating. The workshops were designed to be delivered as a hybrid of in-person and online to give co-designers a choice on how they wanted to interact. The workshops were designed as a series of five sequential 90-minute workshops, where co-designers voted for the first workshop to be predominantly in-person and the remainder of the workshops online. Some co-designers chose to attend the initial session in person to build rapport. However, the virtual option remained available. The subsequent online sessions reduced the travel burden on co-designers, which the co-designers prioritised over further face-to-face meetings.
To maintain familiarity and ensure predictability for co-designers, the workshops were co-facilitated by the embedded researcher and peer researcher. The co-facilitators built on relationships formed through previous interactions (interviews and focus groups), and each facilitator represented part of the co-designer group as a clinician or a person with disability. An extra support person was tasked with supporting the co-designers with disability to break down tasks and increase the accessibility of activities. The reason for selecting the support person was that they could contribute their skills as a school teacher to support the communication and completion of activities, and they had no previous experience with disability services to influence the co-designers opinions. This role was adapted from the provocateur role described by McKercher [ 1 ].
To prepare for the workshops, each co-designer was asked to complete a brief survey to ensure the co-facilitators understood co-designers collect preferences and needs ahead of the session to enable preparation and make accommodations. The survey included pronouns, accessibility needs and refreshment preferences. Following the survey, the co-facilitators distributed a welcome video; the peer researcher, a familiar person, was videoed explaining what to expect, what not to expect and expected behaviours for the group to support a safe environment [ 1 ]. This process design choice was made to allow co-designers to alleviate any potential anxieties due to not having enough information and to increase predictability.
As the first workshop was in-person, specific process choices were made to ensure co-designers felt welcome and to uphold the dignity of co-designers with lived experience [ 34 ]. Examples of process design choices include facilitating transport and parking requests, providing easy access to the building and room, making a sensory breakout room available and having the peer researcher waiting at the entrance to welcome and guide people to the workshop room.
After reaching the workshop room, all co-designers received an individualised resource pack to equalise access to workshop materials, aiming again to balance power in a non-discriminatory way [ 11 ]. The resource pack included name tags with pronouns, individualised refreshments, a fidget toy [ 35 ] whiteboard markers and a human bingo activity described in a later section. An easy-to-apply name tag design was selected after consulting a co-designer with an upper limb difference. Further details on the resource packs are included in Appendix 1 (Supplementary Material 1).
We provided non-verbal response cards to each co-designer as communication preferences vary significantly within the disability community. The cards were intended to benefit any co-designer who struggled to use the response buttons on MS teams. The co-facilitators co-created the Yes, No, and In-the-middle response cards (Fig. 2 ) and were guided by recommendations by Schwartz and Kramer [ 29 ]. They found that people with intellectual disability were more likely to respond “yes” if the negative option included a frowning face or red-coloured images, as choosing these types of alternatives was perceived as being negative or would cause offence [ 29 ].
Non-verbal response cards
A summary of the structure and purpose of each of the five workshops is shown in Fig. 3 , followed by a more in-depth discussion of the strategies employed in each workshop.
Outline of workshop and group structures
Human Bingo was the first workshop activity, as it aimed to support relationship building in an inclusive way for both in-person and online attendees. The activity asked each co-designer to place a name in each worksheet box of someone who fit the described characteristic of that square(for example, someone who likes cooking). To include the two online attendees, laptops were set up with individual videocall streams and noise cancelling headphones enabling the online co-designers to interact one-on-one with others during the activities.
The second activity used The Real Deal cards by Peak Learning [ 36 ] to ask the co-designers to sort cards to prioritise the top five experiences and feelings they would want in a future version of telepractice. This activity aimed to set initial priorities for the redesign of telepractice [ 1 ]. Small groups with a mix of lived experience experts and staff were tasked with negotiating and collaborating to produce their top five desired experiences and feelings for future service success.
A follow-up email was sent after the session to thank co-designers, provide closure, invite feedback and let co-designers know what to expect from the next session.
In the second workshop, held online, the co-facilitators explained the journey mapping process and showed a draft of how the visual representation would likely look (Fig. 4 ). As the first step, co-designers were tasked with completing a series of activities to analyse lived experience interview data on the current experience of telepractice for lived experience experts. Small mixed groups were created, prioritising the needs of the lived experience experts to have staff who would be the best fit in supporting them to work through the task [ 1 ]. The small groups were allocated interview quotes corresponding to the steps of a customer journey through telepractice and asked to identify strengths, challenges and emotions associated with the current Telepractice service journey at Rocky Bay [ 1 ]. Further details on the journey map analysis are described in Appendix 1 (Supplementary Material 1) and in a published article co-authored by the co-designers (Benz et al. [ 37 ]).
Draft journey map visualisation
After workshop two, the embedded researcher drafted a journey map by compiling the co-designer group responses to the analysis activity, which was then circulated for feedback and confirmation. The completed journey map is published with further details on the process in an article co-authored with the co-designers, Benz et al. [ 37 ].
For the third workshop, the co-facilitators selected activities to be completed separately by lived experience and staff co-designers. The lived experience expert activity involved exploring preferences for improving pain points identified through the journey map. The lived experience expert activity was facilitated by the peer researcher and support person and included questions such as, how would it be best to learn how to use telepractice? Visual prompt cards were shared to support idea creation, where lived experience expert co-designers could choose any option or suggest an alternative (Fig. 5 ).
Option cards for Lived experience expert co-designer workshop activity
Simultaneously, the staff co-designers completed a parallel activity to address pain points from a service delivery point of view. These pain points were identified in the clinical and non-clinical staff interviews and from the journey map summary of lived experience expert interviews (analysed in Workshop 2). Staff co-designers completed a mind map based on service blueprinting guidelines by Flowers and Miller [ 38 ]. The activity used service blueprinting to identify a list of opportunities for improvement, with four prompts for co-designers to commence planning the actions required to implement these improvements. The foci of the four prompts were roles, policies, technology and value proposition [ 38 ] (described further in Appendix 1 (Supplementary Material 1)). Each of the four prompts were completed for the ten proposed opportunities for improvement to draft plans for future telepractice service delivery.
In the fourth workshop, we introduced the concept of prototyping [ 39 ] as a designerly way to test co-designers’ ideas for improving telepractice according to desirability, feasibility and viability with a wider audience of lived experience experts and staff. The co-designers helped to plan the prototyping, and accessibility was a key consideration in selecting a prototype, as the group were conscious of the target audience.
Creating the prototype was collaborative, allowing co-designers to produce an output representing their ideas. They selected a video storyboard prototype with a staff and customer version formatted similarly to a children’s book. It included cartoon animations completed on PowerPoint, voiceover narration, closed captioning and an introductory explanation from two co-designers.
After workshop four, the co-designers collaborated on the customer and staff prototypes during the two weeks between workshops four and five, with support and input from the facilitators. The prototype files were co-produced, with different co-designers working on the visual aspects, the script for the main audio narration and the introductory explanation.
The co-design group reviewed the draft prototypes in the final workshop, with specific attention paid to the story’s cohesiveness.
The feedback questionnaire was then created to be completed by viewers outside of the co-design group after engaging with either the staff or the customer prototype. The survey allowed Rocky Bay customers and staff to contribute ideas. Following thoughtful discussions, consensus was reached by all co-designers on the final survey questions (Appendix 2 (Supplementary Material 1)).
A reflection activity concluded the final workshop, allowing co-designers to provide feedback on the co-design process, elements for improvement and aspects they valued in participating in the project. Their reflections on the benefits and challenges of co-design in this study are included in the section Co-designer’s perspectives of the workshop series , with the reflection questions included in Appendix 3 (Supplementary Material 1).
The prototype feedback responses were reviewed with co-designers in a final reflection session. The group then discussed adaptations to the implementation plan for proposal to Rocky Bay. Following the survey discussion, co-designers reviewed proposed service principles for the new telepractice implementation recommendations. These principles aim to align any future decisions in the implementation and service provision stages of the telepractice project with the intentions of the co-designers. An additional reflection activity was completed, specific to the telepractice proposal they had produced and the prototyping process. Feedback relevant to subsequent discussions of the challenges and benefits of co-design is included in the following section: Co-designer’s perspectives of the workshop series , with the reflection prompts in Appendix 3 (Supplementary Material 1).
Learnings derived from completing a study of this kind are complex. However, it is necessary to reflect on which strategies used in the project were beneficial and which strategies created challenges - anticipated and unexpected. These reflections are discussed in two sections, the first being the challenges and benefits reflected upon by co-designers. The second set of reflections relates to organisational and research project-level benefits and challenges from the perspective of clinical department managers and researchers involved in the project.
Co-designers were positive overall about the workshop series. Responses to a prompt for one-word descriptors of their experience included “captivating, innovative, fulfilling, exciting, insightful, helpful, eye-opening and informative ” .
A foundational strategy implemented in this project was the intentional collaboration of lived experience experts with staff; this linked to the co-design principle of prioritising relationships and sharing power. Multiple reflections commented on feeling like a team and that having diverse perspectives across the group was beneficial.
It was especially interesting to hear the perspective of clinicians (for us, the other side of Telepractice). [Lived experience expert Co-designer]
Additionally, the combination of facilitators, including an embedded researcher with an allied health clinical background, a peer researcher with lived experience and a support person with strengths in breaking down tasks, provided different facets of support and task modelling to the co-designers throughout the process.
There is an inherent challenge in collaboration between lived experience experts and service providers, whereby co-designers formulate ideas for service improvement and then, in good faith, propose required changes to be implemented. Strategies to support imagination and idealism while being honest about the constraints of what can be delivered were implemented in the context of this project. This was essential to reinforce to co-designers that their contributions and ideas are valid while tempering their hopes with the truth that organisational change is challenging and funding for change is limited. Co-designers were encouraged to be cognisant of ideas that would require high investment (cost and time) and which ideas faced fewer barriers to implementation. This strategy did not prevent the ideation of changes and prioritising what mattered most to them, and co-designers felt it was beneficial in adding a level of consideration regarding what investments they deemed necessary versus those that would be nice to have. For example, having a person to call for help was viewed as necessary, while a nice to have was more advanced technological features.
I feel that the prototype is useful; however, I worry that nothing will be carried over to the Rocky Bay Service. I feel like more customers will want to access telepractice, and Rocky Bay now needs to start the implementation process to ensure that telepractice is utilised, including processes, education and training. [Clinician Co-designer]
Working in small groups was another beneficial strategy, aiming to create a more hospitable environment for co-designers to voice their thoughts. The small groups varied across activities and workshops, with facilitators intentionally pairing groups that would best support the lived experience of expert co-designers completing activities. As described in the workshop sections, some activities suited mixed groups, whereas others suited lived experience expert and staff-specific groups. Two reflective comments demonstrated the benefit of the small groups, one from a clinician who reflected on supporting a fellow co-designer:
I found that in our group, all of us had a say; however, [Lived Experience Co-designer name] was a bit overwhelmed at times, so I tried to support her with that. [Clinician Co-designer]
And a lived experience expert co-designer additionally reflected:
The breakout rooms were a very good idea. It can be quite intimidating speaking in front of the main group. I found it much easier to participate in the smaller groups . [Lived experience expert Co-designer]
The second session included an unplanned whole group activity, which challenged co-designers. Co-designers reflections of this experience demonstrate the benefits of smaller groups:
I did feel that at the end when the whole group did the task, there wasn’t as much collaboration as there were quite a few more assertive participants, so the quieter ones just sat back. [Clinician Co-designer]
A challenge navigated throughout the workshop series with a diverse group of co-designers was meeting their varying individual health and other needs. This required responding in sensitive, non-judgemental, and supportive ways to encourage co-designers to engage fully. Examples of support include the presence of a support person and adaption of resource packs for co-designers who have difficulty swallowing (re: refreshments), as well as the previously mentioned non-verbal response cards and accessible name tags.
Accessibility supports were also provided for the peer researcher during facilitation activities, including pre-written scripts to provide clarity when explaining tasks to the co-design group, written reminders and regular check-ins. A lived experience expert co-designer reflected that it was beneficial that they could tell the peer researcher was nervous but appreciated that he was brave and made them feel like they did not need to be perfect if the peer researcher was willing to give it a go.
When facilitating the sessions, the embedded researcher and peer researcher identified that the workshops were long and, at times, mentally strenuous. One co-designer requested “more breaks during each session” . Breaks were offered frequently; however, upon reflection, we would schedule regular breaks to remove the need for co-designers to accept the need for a break in front of the group. The instructions for each activity were visual, verbal and written and given at the start of a task. However, once the co-designers were allocated to breakout rooms, they could no longer review the instructions. Many co-designers suggested that having the instructions in each breakout room’s chat window would have been a valuable visual reminder.
One thing I think might of helped a little is having the instructions in the chat as I know I that I listened but couldn’t recall some of the instructions for the group task. [Lived experience expert Co-designer]
The co-designers considered that the benefits of working together included learning new skills and widening their understanding of research, the services they provide or use, and the differences between the priorities of lived experience experts and staff. Two lived experience experts commented that the opportunity to learn collaboration skills and create cartoons using PowerPoint were valuable skills for them to utilise in the future. One clinician reflected that the process of co-design had improved their clinical practice and increased their use of telepractice:
My practice is 100% better. I am more confident in using telepractice and more confident that, as a process, it doesn’t reduce the impact of the service- in some ways, it has enhanced it when customers are more relaxed in their own environments. I have not seen my stats, but my use of telepractice has increased significantly, too. [Clinician Co-designer]
The management co-designer acknowledged that although ideas across the group may be similar, prioritisation of their importance can vary dramatically:
Whilst all the feedback and potential improvements were very similar, some things that I viewed as not an issue, was very different to a customer’s perspective. [Management Co-designer]
Overall, the workshop series challenged co-designers. However, the provision of a supportive and accessible environment resulted in mutual benefits for the research, organisation, and co-designers themselves. The strategy for facilitating the workshops was to pose challenges, support the co-designers in rising to meet them, and take into account their capabilities if provided with the right opportunity. A lived experience expert co-designer summarised the effectiveness of this strategy:
I found the activities to be challenging without being too difficult. Each activity provided enough guidance and structure to encourage interesting group discussions and make collaboration easy. [Lived experience expert Co-designer]
A significant challenge in completing this project was that building foundational relationships and trust takes time. While the authors view this trust as the foundation on which community-based participatory research and co-design are built, they note the direct tension of the time needed to develop these foundational relationships with the timeline expectations of academic and organisational decision-making. The flexibility required to deliver a person-centred research experience for the co-designers resulted in regular instances when timeline extensions were required to prioritise co-designer needs over efficiency. The result of prioritising co-designer needs over research timeline efficiency was an extended timeline that was significantly longer than expected, which sometimes created a disconnect between the flexibility of co-design and the rigidity in traditional academic and organisational processes.
The impacts of a longer-than-expected timeline for completion of the co-design process included financial, project scope, and sponsorship challenges. The project’s initial scope included a co-implementation and co-evaluation phase; however, due to the three-year time constraint, this was modified to conclude following the prototyping process. Whilst the three-year period set expectations for project sponsors and other collaborators from Rocky Bay, the wider context for the project varied significantly and rapidly over this period. This included two changes in Rocky Bay supervisor and one change in Rocky Bay project sponsor. Additionally, one of the academic supervisors left Curtin. This challenge indicates that the project would benefit from key role succession planning.
The peer researcher role was beneficial in providing an opportunity for a person with lived experience to join the study in a strength-based role and experience academic and business processes. However, challenges arose with the timeline extensions, which required this part-time, casual role to be extended by seven months. While the contract extension posed budgetary challenges, the role was viewed as vital to the completion of the project.
While an essential component of research, particularly involving vulnerable populations, ethical approvals proved challenging due to the non-traditional research methods involved in co-design. It was evident to the authors that while the ethics committee staff adhered to their processes, they were bound by a system that did not have adequate flexibility to work with newer research methods, such as co-design. Multiple methods in this study were heavily integrated into the community, including embedded research, peer research and co-design.
The present ethics process provided a comprehensive review focusing on planned interactions within research sessions (e.g. interviews and workshops). Unfortunately, this failed to account for a wider view, including the initial co-production prior to ethical application and anecdotal interactions that occurred regularly in the organic co-design process. In addition to the repeated submissions required to approve the sequential study format, these interactions created a significant workload for the research team and ethics office. These challenges were compounded by the need to navigate Rocky Bay’s organisational processes and changing business needs within ethical approval commitments.
In the authors’ opinion, prioritising the inclusion of lived experience experts in co-creating outputs to disseminate findings was beneficial. The co-creation enabled an authentic representation of the study to audiences regarding community-based participatory research and co-design method implementation. For example, the presentation of a panel discussion at a conference in which the peer researcher could prerecord his responses to questions as his preferred method of participation. All posters presented by the project were formatted to be accessible to lay consumers and were collaboratively produced, with the additional benefit of the posters being displayed across Rocky Bay hubs for customers and staff to gain study insights.
Due to the co-design method’s dynamic nature, some budgetary uncertainty was challenging to navigate. However, financial and non-financial remuneration for all non-staff participants in the project was prioritised. As previously discussed, the position of peer researcher was a paid role; additionally, all lived experience expert participants were remunerated at a rate of AUD 30/hour in the form of gift cards. The carer representative on the steering committee recommended using gift cards to avoid income declaration requirements from government benefits people may receive. Non-financial remuneration for the valuable time and contribution of the co-designer group included co-authorship on an article written regarding the Journey Map they produced (Benz et al. [ 37 ]) and acknowledgement in any other appropriate outputs. The implementation proposal provided to Rocky Bay included recommendations for continued inclusion and remuneration of co-designers.
Another benefit to reflect upon, which may be the most significant legacy of the project, was setting the precedence for the inclusion of people with disability in decision-making roles in future projects and research conducted by the University and Rocky Bay. After this project commenced, other Rocky Bay clinical projects have similarly elevated the voices of lived experience in planning and conducting subsequent quality improvement initiatives.
I’m lucky enough to have been part of a lot of projects. But I guess I probably haven’t been a part of continuous workshops, pulling in all perspectives of the organisation perfectly… So, collaboration and getting insight from others I haven’t usually was a very unique experience, and I definitely found value if this were to continue in other projects. [Manager Co-designer]
In summary, the findings from using a co-design method for the telepractice research study produced a series of benefits and presented the researchers with multiple challenges. The findings also addressed a literature gap, presenting in-depth descriptive methods to demonstrate how co-design can be applied to a specific case.
Drawn from these findings, the authors identified six main points which form the basis of this discussion. These include (1) the fact that the necessary time and resources required to commit to co-design process completion adequately were underestimated at the outset, (2) there is a need to support the health, well-being and dignity of lived experience expert participants, (3) academic ethical processes have yet to adapt to address more participatory and integrated research methods, (4) strategies used to foster strong collaborative relationships across a diverse group were valued by all participants, (5) better delineation between terminologies such as co-design and community-based participatory research or patient and public involvement would improve the clarity of research methods and author intent and, (6) broader non-traditional impacts that participatory research can create should be better quantified and valued in the context of research impact. Each point will now be discussed in further detail.
In underestimating the time and resources required to complete the telepractice study, a scope reduction was required. This scope reduction removed the study’s originally planned co-implementation and co-evaluation phases. While Harrison et al. [ 40 ] and Bodden and Elliott [ 41 ] advocate for more frequent and comprehensive evaluation of co-designed initiatives, the authors acknowledge that this became no longer feasible within the study constraints. A growing body of literature indicates expected timelines for completed co-production projects from co-planning to co-evaluation. An example by Pearce et al. [ 5 ] indicated that a timeline of five years was reasonable. In contrast, a more limited co-design process was completed with a shorter timeline by Tindall et al. [ 13 ]. Although neither of these articles were published when this study commenced, they are complementary in building an evidence base for future research to anticipate an adequate timeline.
While co-design and other co-production processes are resource and time-intensive, the investment is essential to prioritise the health and other needs of potentially vulnerable population groups in the context of an imbalance of power [ 42 ]. In exploring the concept of dignity for people with disability, Chapman et al. [ 34 ] indicated that recognising the right to make decisions and proactively eliminating or minimising barriers to inclusion are key to protecting dignity. Community participation in decision-making processes such as this study can result in messy and unpredictable outcomes. However, the onus must be placed on policymakers, organisations, and academia to acknowledge this sufficiently rather than demand conformity [ 15 ].
The authors posit that the study would have benefited from an alternative ethics pathway, which may provide additional required flexibility while upholding the rigour of the ethical review process. The increasing frequency of participatory research studies indicates that challenges experienced by the authors of this study are unlikely to be isolated. Lloyd [ 43 ] described challenges regarding information gathered in-between, before and after structured research sessions, reflecting that they relied on personal judgement of the intent to consent for research use. Similarly, Rowley [ 44 ] reflected on the ethical complexities of interacting with families and respecting their confidentiality within the context of being integrated within an organisation. While these studies were co-production in child protection and education, the ethical challenges of their reflections parallel those experienced in the telepractice study. The risks posed by inadequate ethical support in these contexts are that increased poor ethical outcomes will occur, especially in the in-between times of co-design. Therefore, an ethics pathway that involves more frequent brief liaisons with a designated ethics representative to update project progress and troubleshoot ethical considerations may better support researchers to safeguard study participants.
We believe the decision to complete a sequential workshop series with a consistent group of diverse co-designers, led by co-facilitators, was a strength of the co-design process implemented in the telepractice re-design project. The group worked together across a series of workshops, which enabled them to build solid working relationships. Pearce et al. [ 5 ], Rahman et al. [ 16 ] and Tindall et al. [ 13 ] also demonstrated a collaborative whole-team approach to co-design. By contrast, studies that involved separate workshops with different cohorts or multiple of the same workshop did not demonstrate strong collaboration between co-designers [ 18 , 19 , 20 ]. Nesbitt et al. [ 19 ] explicitly highlighted that they would improve their method by completing sequential workshops with a continuous cohort. Stephens et al. [ 45 ] found that small mixed groups were not sufficient to support the participation of people with disability, indicating that the choice to intentionally balance groups to meet the lived experience expert co-designer’s needs may have been an impacting factor on our success.
A lack of clarity in the terminology used in co-design and community-based participatory practice was identified during the completion of this study. We found that co-design frequently meant either a collaborative design process or good participatory practices [ 46 ]. When viewing the structure of the telepractice re-design project, the overarching research approach was community-based participatory-research, and the method was co-design [ 9 ]. The delineation between the overarching approach and methods clarifies the misappropriation of the term co-design with the intent of meaning public participation [ 46 ] rather than the joint process of creative thinking and doing to design an output [ 11 ]. The use of the two-level structure appears more prominent in the United Kingdom, whereas Fox et al. [ 47 ] systematic review assessing public or patient participants identified that 60% of studies originated from the United Kingdom, compared to the next highest 16% for Canada or 4% from Australia and the United States. To improve clarity and reduce confusion about the terminology used, the authors advocate for greater awareness and implementation of the delineation between the concepts of a community-based-participatory-research/patient or public involvement approach versus the co-design method.
An example of co-design being used where alternate terms such as community-based participatory processes (or research) may be more relevant was the most recent amendment to the act governing the NDIS under which this project resided [ 48 ]. The term co-design could be interpreted as an intent to collaborate with people with disability for equitable involvement in all aspects of the NDIS [ 48 ]. It is proposed that the differentiation of these terms would assist in clarifying the intent of the study and dissuade inaccurate expectations of community involvement or design processes.
Implementing community-based participatory research has demonstrated the potential to create an impact that expands further than the original aim of the study. The skills learned by co-designers, the learning of the research team in collaboration with people with disability, the engagement and skill-building of a peer researcher with lived experience, the organisations who engaged in the co-design process and the academic and lay people who engaged with research outputs, all carry a piece of the impact of the co-design process. Rahman et al. [ 16 ] contend that co-design processes positively impact communities. In the context of this study, the peer researcher was included in the National Disability Insurance Agency’s quarterly report as an example of strength-based employment opportunities, which significantly positively impacted his career prospects [ 49 ]. This project provided skills for people with disability that they value and improved the clinical practice of clinician co-designers, which echoes the conclusions of Ramos et al. [ 15 ], who described that participants felt valued and experienced improved self-esteem. There is additional intent from the authors to positively impact disability providers and academia, to advocate for greater collaboration, and to provide open-access publications to provide a stronger evidence base for co-design in clinical practice and service delivery.
The study provides reflective evidence to support the challenges and benefits experienced during the implementation of the study. However, a limitation in the project’s design was the exclusion of outcome measures to assess the impact of process design choices directly. Stephens et al. [ 45 ] completed targeted outcome measures correlating to accessibility adaptations in co-design and conceded that the variability of findings and individual needs reduced the usefulness of these measures.
The reduction of project scope enabled the completion of the study within the limitations of budgeting and timeline restrictions. Although the scope of the project had some flexibility, there were limitations to how far this could be extended as resources were not infinite, and staffing changes meant that organisational priorities changed. Including implementation and evaluation would have improved the study’s rigour. However, Rocky Bay now has the opportunity to implement internally without potential research delays and restrictions.
The blended and flexible approach to the co-design process was a strength of the study as it met the co-designers needs and maximised the project’s potential inclusivity. This strength has the potential to positively impact other studies that can modify some of the process design choices to suit their context and increase inclusivity [ 11 ]. It is believed that the messiness of co-design is important in meeting the needs and context of each individual study; therefore, no two co-design processes should look the same.
The authors concede that the inclusion of a cohort of people with disability and clinical staff does not represent the entirety of their communities, and their proposed changes may cause some parts of the disability community to experience increased barriers [ 50 ]. It is important to note that while the co-designers who participated in this project provided initial design developments, future opportunities remain to iterate the proposed telepractice service and continue to advocate for equitable access for all.
Recommendations from this study fall into two categories: recommendations for those intending to utilise the described methods and recommendations for future avenues of research inquiry. For those intending to implement the methods, the primary recommendations are to build ample time buffers into the project schedule, implement key role succession planning and set remuneration agreements at the outset, and work together as partners with the mindset that all contributors are creative [ 51 ] with important expertise and invaluable insights if supported appropriately.
Regarding avenues for future inquiry, we recommend investigating a more dynamic and flexible ethics process that may utilise more frequent short consultations to respond to ethical considerations during the emergent co-design and participatory research.
In the authors’ opinion, supported by co-designers experiences, co-design is a useful and outcome-generating methodology that can proactively enable the inclusion of people with disability and service providers in a community-based participatory research approach. The process is both time and resource-intensive; however, in our opinion, the investment is justified through the delivery of direct research benefits and indirect wider community benefits. We advocate for using community-based participatory-research/processes paired with co-design to generate creative thinking within service design processes. Through co-design processes, we recommend collaborating with a single diverse group of co-designers who have the time and space to build trusting working relationships that enable outputs representative of the group consensus.
The dataset supporting the conclusions of this article is predominantly included within the article (and its additional files). However, due to the small number of co-designers reflecting upon the research, despite deidentification, there is a reasonable assumption of identification; therefore, the reflection activity response supporting data is not available.
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The authors acknowledge the contribution of Rocky Bay as the industry partner of this project and would like to thank the Co-designers of this project, without whom none of this was possible. The research team would also like to thank Katie Harris for her time and support throughout the workshop series, which were invaluable to the completion of the project and the formation of the published study.
The article forms part of a PhD project funded by the first author, CB’s Australian Government Research Training Program (RTP) scholarship.
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Cloe Benz, Richard Norman, Delia Hendrie & Suzanne Robinson
Rocky Bay, Mosman Park, WA, Australia
Will Scott-Jeffs, Mai Welsh & Matthew Locantro
Beyond Sticky Notes, Sydney, Australia
K. A. McKercher
Therapy Focus, Bentley, Australia
Deakin Health Economics, Institute for Health Transformation, Deakin University, Melbourne, Australia
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CB and MW liaised with the steering committee and conceived the study and structure. SR, DH and RN guided the protocol development and ethics approval. KAM provided methodological support to the project and subject matter expertise. CB and WJS completed participant recruitment, facilitation of workshops and data collection. KAM and CB ideated the format and content of the article. CB completed data analysis and wrote the first draft of the manuscript. All authors reviewed and edited the manuscript and approved of the final version of the manuscript.
Correspondence to Cloe Benz .
Ethical approval and consent.
The study was approved by the Curtin University Human Research Ethics Committee (ID# HRE2021-0731), and all participants provided written informed consent before engaging in any research activity.
Not applicable.
Cloe Benz, Richard Norman, Delia Hendrie & Suzanne Robinson do not have any competing interests to declare. Will Scott-Jeffs, Matthew Locantro and Mai Welsh, for all or part of the study period were employed by Rocky Bay a Not-For-Profit Disability Service provider who function as the industry partner for the project. K.A. McKercher is the author of a co-design method book referenced in the article. McKercher also runs a business that helps people co-design.
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Greater Good Science Center • Magazine • In Action • In Education
I sat across the table from Dawn, a wide-eyed eight-year-old girl in pigtails, bracing myself to tell her the news.
I have told students they have a learning disability hundreds of times over my 20 years as a school psychologist. But there was something about her earnest and expectant face that made me pause.
Was giving her an official label going to make her feel stigmatized and defeated?
Would the benefits of having access to more specialized services outweigh the cost to her academic self-esteem?
I carefully explained how her brain worked with a visual aid of her brain in pictures. I told her where she was strong and where she needed to do “brain pushups” to get stronger. And I told her that she had something called “dyslexia.”
And she jumped out of her chair, smiled ear to ear, screamed “YES!,” and did a move I’ve seen in sports celebrations many times—the signature victory arm pump.
Wait, what?
As it turns out, I had also tested her brother a few years before, and he had dyslexia, too. He had told her that knowing he had dyslexia made him not feel stupid, and that it really helped his teachers understand how his brain worked differently. Dawn told me, “So this means I’m not dumb!”
According to labeling theory , when you label a student with a learning disability, this creates a problem—they hold lower expectations for themselves and others hold lower expectations of them. In turn, the student may live up to these low expectations. However, the research supporting this claim is controversial. Although students with learning disabilities do tend to struggle with lower achievement and hold negative beliefs about their academic abilities , some researchers point out that it is difficult to disentangle what is causing these challenges. It gets murky—would Dawn be behind her classmates in reading because she has dyslexia, because she doesn’t have access to high-quality support programs, or because her teachers and parents now hold lower expectations for her?
A six-day workshop to transform teachers' understanding of themselves and their students
We don’t really know. But the reality is that, in our public schools, access to special services sometimes depends upon having a diagnosis or label—and it’s possible that the way we treat students with these labels is holding them back. Here are several research-backed tips for educators and parents to reduce the negative effects of labels and the stigma around them.
Language is powerful. Even a subtle shift in language can influence how students see themselves and how stigmatized they feel. A 2018 article by researcher Mark Weist and his colleagues offers a number of suggestions for reducing the stigma of labels:
By using this language, we’re trying to prevent students from overidentifying with their challenges and weaknesses.
What if you were defined only by your greatest weakness? Focusing on strengths isn’t just a nice thing to do; it’s essential for students with learning disabilities (and all students) to feel good about themselves as learners.
Did you know that every public school has access to the services of a school psychologist, who can provide support for students with learning challenges? School psychologists are uniquely qualified members of school teams who support students’ ability to learn and teachers’ ability to teach. They can be reached by inquiring directly at the school or the district’s central office, or locating contact information on the school or district website.
Renowned dyslexia expert Sally Shaywitz of the The Yale Center for Dyslexia & Creativity coined this phrase: “Dyslexia is an island of weakness surrounded by a sea of strengths.” When students see their weaknesses as “islands,” their challenges become more specific and manageable (e.g., “I need help figuring out long words”) rather than global and difficult to tackle (e.g., “I am not good at reading”).
Using specific language can also foster a “growth mindset” more conducive to learning. Rather than thinking, “I don’t have a math brain because I have dyscalculia,” students might say, “I need to do brain pushups in math.” The same goes for adults when we talk about students; instead of saying, “He has a major reading and learning deficit,” we can make it more specific and manageable by saying, “He has areas of strength and weakness in learning to read that we can address through phonics instruction.”
Research is also emerging on the sea of “hidden strengths” of students with dyslexia and other learning disabilities:
As educators and parents, we can highlight these strengths with students like Dawn (who, incidentally, scored off the charts on tests of visual logic puzzles). Indeed, all students would profit from having a spotlight on their unique talents and skills and not just on their core weaknesses.
“Often times we focus on the difficulties, but they have these incredible superpowers,” says psychologist Tracy Alloway, whose new children’s book series turns children’s learning disabilities into superpowers. Bringing those “superpowers” to the front of the discussion is a tool for empowering those with learning disabilities and helping other children appreciate their classmates’ unique talents, as well.
Not only can we focus on the extraordinary strengths these students already have, but we can also help them cultivate other strengths they’ll need to be successful.
Being diagnosed with a learning disability does not have to resign students to a life of struggle, frustration, and poor achievement. In a 30-year study by the Frostig Center , students with learning disabilities did better in their academic and personal lives if they had these six skills and resources:
As parents and educators, we would be well-served to focus on cultivating these social-emotional and behavioral skills so that students with learning disabilities can emerge from their educational experience with success in school and life.
Several researchers offer practical ways to support these resilience skills, using brain-based research. In their book The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child , psychotherapists Dan Siegel and Tina Payne Bryson share how parents and educators can help students strengthen their sense of balance, resilience, insight, and empathy. This “balanced brain” helps students with different learning profiles think more flexibly, be more willing to take chances and make mistakes, and manage adversity and big feelings. All of these traits are essential for learners, especially those who have additional frustration due to the challenges of their learning differences.
At home and in the classroom, educators and parents can easily get tripped up on the language to use with students with learning disabilities. Having a strength-based lens and a few scripts ready can make a big difference in how the students we interact with see themselves as learners.
We could all take a lesson from my student, Dawn, on positive mindset. When I later shared Dawn’s reaction to being diagnosed with dyslexia with her mother, we both teared up a little. Dawn gave me hope that as educators and parents, we can cultivate that resilience and strength in all the students who come to us with diverse learning needs.
Rebecca Branstetter, Ph.D. , is a school psychologist, speaker, and author on a mission to help children be the best they can be in school and in life by supporting school psychologists, educators, and parents. She is the co-creator of the “Make It Stick Parenting” course, which provides parents tools to build their child’s social-emotional learning, and creator of the “Peace of Mind Parenting” course. She is also the founder of The Thriving School Psychologist Collective, an online community dedicated to improving mental health and learning supports in public schools. Learn more at www.thrivingschoolpsych.com .
Topic areas.
Studies conducted by the consortium generated a critical part of the research cited in the Report of the National Reading Panel: Teaching Children to Read . Consortium research also provided key data that was used in the Reauthorization of the Individuals with Disabilities Education Act (Public Law 108-446) in 2004, which allowed states to consider alternative approaches in the classification of learning disabilities.
The consortium is supported by NICHD’s Child Development and Behavior Branch and is complemented by the Learning Disabilities Innovation Hub initiative . The consortium presently includes three research centers that involve numerous research sites and a large cohort of investigators with expertise in diverse topics related to learning disabilities. Funding for the centers is through a Specialized Research Center Grant award mechanism (P50) that allows for highly synergistic group efforts to tackle thematic research topics and create career-enhancing, mentored opportunities for the next generation of learning disabilities scholars.
LDRC Consortium research includes basic and translational studies to elucidate the cognitive, linguistic, neurobiological, and genetic mechanisms of reading, writing, and mathematics.
Research investigations include:
Students with disabilities face a gamut of challenges when it comes to accessing high-quality K-12 education, including a shortage of specialized teachers. The nation’s growing English-learner population faces outsized needs as their English-language proficiency scores remain lower than pre-COVID-19-pandemic averages , and immigrant English learners in particular require more trauma-informed instruction.
English learners who also have disabilities face their own intersectional issues, researchers and advocates say. They range from schools locking students out of dual-language programs in favor of English-only special education programs, language barriers between schools and families, and teachers ill-equipped to serve their students’ needs.
“It’s a complex issue. If it was easy, we would have probably figured out a better way forward by now,” said Sarah Salinas, an assistant professor at Minnesota State University, Mankato’s department of special education. “[This group] includes students that are at the intersection potentially of cultural differences, linguistic differences, and disability differences.”
According to federal data from the school year 2020-21 , nearly 14 percent of all students ages 5 through 21 enrolled in public schools were served under IDEA Part B. Of those students, 11.7 percent were English learners.
As this dual-identified population continues to grow, researchers and advocates offer some potential systemic solutions to many of the prevailing challenges these students and their families face.
One of the top concerns researchers and parents alike shared in interviews with Education Week when it comes to English learners with disabilities is a lack of access to bilingual education or dual-language programs.
Parents are encouraged to speak only English with dual-identified students, in part because of a flawed assumption that bilingualism will confuse them or hinder their academic progress or language progress, said Nikkia Borowski, a Ph.D. candidate in inclusive education at Syracuse University who studies access to bilingualism among such students.
She added that there is also the idea that dual-language programs are enrichment programs designed for academically gifted students, locking dual-identified students out in the process.
This preference for English-only instruction for English learners with disabilities plays out in smaller contexts as well, such as speech-generating devices students use that are programmed only in English.
“As a result, the students are missing access to a bilingual identity and missing access to really important cultural aspects as well,” Borowski said.
There is also the matter of how federal policy works for these dual-identified students.
Both the Equal Education Act of 1968 and the Individuals with Disabilities Education Act apply to this student population.
The IDEA, in its 2004 reauthorization, defines a least restrictive environment as the premise of providing services to a student with the greatest access to the general education curriculum, without any explicit mention of what these services look like for multilingual students, Salinas said. The Bilingual Education Act of 1968 focuses on language access for students whose first language is not English without explicit mention of education access for students with disabilities.
So while dual-identified students stand at the intersection of distinct federal policies and laws, the policies and laws are not intersectional themselves.
And even though an English-learner tool kit from the U.S. Department of Education’s office of English-language acquisition reminds educators that a student’s English learner and disability-related educational needs must be met, what ultimately ends up happening is special education and IDEA are consistently prioritized over bilingual education services, Salinas said.
Policymakers have talked about reauthorizing IDEA with more explicit mentions of the needs of dual-identified students, though such a move remains hypothetical, Salinas added.
But even before policies and practices can better align to the linguistic, cultural, and disability-related needs of students, another challenge is at play that presents a quicker potential solution.
Navigating IDEA and individual education programs, or IEPs, can already be a daunting task for families. Doing so while English is not the family’s home language is all the more complicated.
Under IDEA, districts must ensure that a student’s parents understand the proceedings of the IEP team meeting, including taking steps such as providing a translator.
In an April survey by the EdWeek Research Center, 65 percent of participating district and school leaders said they offered translation services for special education programming for students whose first language is not English. 37 percent said they did so for all relevant languages spoken by students and families.
Meanwhile, 6 percent of leaders said they do not offer such a service although they have special education students with that need.
Even when considering that 37 percent said their school or districts covered all relevant languages in translation needs, there’s a question of whether the translators involved were trained professionals who understand things like IEPs, or if Spanish-language teachers and bilingual receptionists were called in instead, said Christy Moreno, the chief community advocacy and impact officer of the Missouri-based family-advocacy group Revolucion Educativa.
Moreno, a trained interpreter and translator herself, said offering translation services is the minimum schools and districts must offer families. High-quality translation is key to ensuring families are fully informed of their rights, she added.
“I’ve seen IEPs that are done by Google Translate,” Moreno said.
In addition to investing in proper translation and interpretation, Moreno said educators need to proactively ensure that parents understand how to ask questions about their children’s education. That includes taking into account cultural barriers at play such as stigma within the Latino community over the experiences of students in special education.
Lizdelia Piñón, an emergent bilingual education associate for the Texas-based advocacy nonprofit Intercultural Development Research Association, or IDRA, knows all too well how important it is for families to advocate for their children. Her Spanish-speaking 11-year-old triplets require several accommodations for their autism, cerebral palsy, ADHD, and more.
On several occasions, Piñón said she had to file formal complaints against her local school district to ensure her children’s linguistic and special education needs were met—including pushing back against an attempt to reduce the time her triplets spent with their special education teacher.
However, one systemic issue she sees is a lack of proper training among educators on how to best work with dual-identified students.
Piñón worked as a bilingual teacher for about 10 years. She knows that existing bilingual teachers can get their certification in special education as well. But there is a gap of information in both programs, she said, leaving teachers without full context on how to best work with dual-identified students.
“I think that educating English learners with disabilities is a unique challenge for our teachers,” Piñón said.
Overall, there aren’t many teacher-preparation programs that train teachers on what to do in bilingual special education classrooms, said Salinas of Minnesota State University.
Recognizing that knowledge gap, Piñón worked on legislation signed into law in 2021 in Texas to create a bilingual special education certification. However, approval of the new certificate program remains stalled within the state board of education.
Yet, a temporary solution to such knowledge gaps in teacher preparation lies in strategic collaboration among educators, Salinas said.
Such work isn’t always possible between special education and bilingual education teachers on account of tight school schedules and other barriers, she added.
Still, it’s a strategy researchers focusing on English learners say can mitigate not only a lack of bilingual and special education teachers but also address how little training general education teachers have when it comes to working with English learners and special education students overall.
Coverage of students with learning differences and issues of race, opportunity, and equity is supported in part by a grant from the Oak Foundation, at www.oakfnd.org . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the May 22, 2024 edition of Education Week as ‘A Unique Challenge’: What English Learners With Disabilities Need
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by King's College London
The abuse of people with a learning disability and autistic people sadly features in several health and care services across the years. Researchers have consistently reported that people with a learning disability and autistic people are more at risk of abuse than other groups, especially when living in residential services (as compared to older people more generally, or those people with mental health needs).
In England, care homes and supported living providers who provide personal care must be registered, meet set standards, and are inspected by the regulator, the Care Quality Commission (CQC). Its role is to register health and care providers as well as monitor, inspect and regulate health and adult social care services. The CQC collects information from and about these services and visits them to see evidence and to talk to residents, their families and staff through its regulatory role and inspection process.
A new report presents findings of an independent study exploring the potential for using data to predict and detect abuse in care homes and supported living services for people with a learning disability and autistic people . It builds on suggestions that there may be scope to use Artificial Intelligence (AI) to interrogate the CQC's data efficiently and effectively and reflects wider debates about the potential for using AI to serve the needs of society.
This research demonstrated the feasibility of researchers accessing CQC data for analysis and the considerable amount of information potentially useful in the prediction and detection of abuse in care homes and some supported living settings. It also revealed that the analytic potential of these data would be enhanced through its greater digitization and that having this information in analyzable form at service level could be helpful in developing risk indicators and identifying trends in abuse across services.
The study also highlighted known gaps in information relating to supported living services.
Natural Language Processing (NLP) gives the opportunity to harness the potential of some of CQC's data. However, when using such methods, this research identified that it is important not to lose the 'human perspective' and that the contribution of public contributors and other stakeholders in research using NLP and in the CQC's work more widely is essential.
The report identifies six recommendations for future research and concludes the following:
"There is appetite for enabling regulatory and inspection systems and processes to benefit from advances in information processing, such as AI, and, thereby, potentially to prevent or respond to the abuse and neglect of people living in care homes and supported living services.
"Our focus is on services in England for adults with a learning disability and autistic adults within the context of the regulatory regime of the Care Quality Commission (CQC), but our observations may be more widely applicable. Our study took place at a time of change of activities within the CQC and the passing of a new law related to supported living services; such times can provide opportunities to do things differently."
The research revealed the complexities of using data to help predict and detect abuse in care homes and supported living services. It argues "while some of these complexities could be addressed within the existing regulatory and legislative context, many of the issues underlying this require an urgent wider multi-departmental central government policy response." This includes the oversight of supported living arrangements.
See also the accompanying "Easy Read Summary Report" .
Helen Chester et al, A study about making the most of Care Quality Commission data (Predicting and detecting abuse in registered care homes and supported living for people with a learning disability and autistic people): Easy Read Summary Report, King's College London (2024). DOI: 10.18742/pub01-168
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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.
“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”
For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.
Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.
In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.
AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”
He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”
The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.
The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.
“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”
Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”
Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.
“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”
Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.
The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.
But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.
The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.
With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.
Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”
Disclosing a challenging health condition at work can be risky. You may get the accommodations you need, but you may also be met with suspicion, resentment, and accusations of making it all up. Research shows that most disabled employees experience some form of workplace discrimination, including hiring biases, pay gaps, bullying, and mistreatment. In addition, when people with nonapparent conditions disclose them, they often get a “You look fine” response, adding to their reluctance to disclose. In this article, the author discusses why disclosure is challenging, how to decide whether the risk is worth taking, and how a network can support you.
A guide to help you decide — and find support.
Whether to disclose your long Covid, or any other nonapparent condition or disability, to your employer is a deeply personal and consequential decision. While disclosing may help you access accommodations, it carries risks stemming from stigma and ableism. You might get support, but you might also be met with suspicion, resentment, and accusations of making it all up.
And what their employers are — and aren’t — doing to support them.
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At a glance.
In the United States, about 1 in 6 children have a developmental disability. Developmental disabilities are a diverse group of severe chronic conditions that are due to mental and/or physical impairments. The specific cause of most developmental disabilities is unknown. They may result from an interaction between genetic, environmental, and social factors.
The Tracking Network has data for seven developmental disabilities. Causes of specific developmental disabilities are often not known. However, these disabilities were chosen because some scientific evidence suggests environmental exposures may play a role in developing these conditions.
The Tracking Network has data on the following developmental disabilities.
The Tracking Network has data for two developmental disability indicators.
The developmental disabilities data are provided by two sources: the U.S. Department of Education and CDC's Autism and Developmental Disability Monitoring Network. Data are available at the state level for different age groups. Not all states or years are represented in the data.
Use the Data Explorer to create custom maps, tables, and charts.
View data in simple Quick Reports .
Get machine-readable data from the Application Program Interface (API) .
Autism Spectrum Disorder
Hearing Loss in Children
Intellectual Disabilities
Resources for Maternal and Child Health Professionals
Environmental Public Health Tracking provides information from a nationwide network of health & environmental data to drive actions to improve health.
Public health.
COMMENTS
More recently, the NICHD enhanced its research investment in the area of learning disabilities by developing new Learning Disabilities Innovation Hubs (LD Hubs). The LD Hubs are intended to complement the LDRCs by focusing on understudied research topics in the area of learning disabilities (LDs) specific to reading, writing, or mathematics and ...
Fifty years ago, the US federal government, following an advisory committee recommendation (United States Office of Education, 1968), first recognized specific learning disabilities (SLD) as a potentially disabling condition that interferes with adaptation at school and in society.Over these 50 years, a significant research base has emerged on the identification and treatment of SLD, with ...
Abstract. To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of ...
Journal of Learning Disabilities (JLD) provides specials series (in-depth coverage of topics in the field, such as mathematics, sciences and the learning disabilities field as discursive practice), feature articles (extensive literature reviews, theoretical papers, and position papers), research articles (reports of qualitative and quantitative empirical research), and intervention articles ...
Learning Disability Quarterly. 1.8 2.1. JOURNAL HOMEPAGE. Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, … | View full journal description. This journal is a member of the Committee on Publication Ethics (COPE).
By Ruth Northway, Professor of Learning Disability Nursing, University of South Wales @NorthwayRuth. This year's Learning Disability Awareness Week theme 1 was 'creativity' and I want to reflect on the need for creativity to promote the inclusion of people with learning disabilities in research. Historically the relationship between people with learning disabilities and research has not ...
The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that ...
The NICHD is one of several federal agencies that support and conduct research on learning disabilities and disorders. The institute's research portfolio includes studies investigating the causes, development, neurobiology, prevention, and remediation of learning disabilities. In addition, the NICHD provides funding to train researchers in this field.
The education and training of people with learning disabilities are relevant topics in inclusive research. The study demonstrates the value of inclusive research based on collaborative relationships . This study indicates that inclusive research should be a communicative process, open to the possibility of learning with and from other people.
Assessment and remediation of attention disorders. learning disabled 4 2.0 Assessment and training of social skills 9 Medical aspects of learning disabilities 1 Parent involvement 1 0.5 Post-school adjustment of adults with learning disabilities. Long-term effects of treatment programs for pupils with learning.
A Search for Meaning: Telling Your Life with Learning Disabilities. ERIC Educational Resources Information Center. Horn, Jaime Helena; Moss, Duncan. 2015-01-01. Research has identified the collective experiences of oppression, stigma and isolation in the lives of people with learning disabilities.Against the backdrop of social and cultural processes that shape and limit the life experiences of ...
In this paper, the authors review life stories in learning disability research and practice since the 1960s. Although there is consistent evidence of their value in giving people a voice and an identity beyond the service label, they are not widely used in the provision of health and social care. This is despite long-standing policy commitments ...
The Learning Disability Research Group* conducts research related to the health and social care needs of people with learning disabilities (or intellectual disabilities, as it is known outside the UK). The group, also known as the Yellow Tulip Group, is chaired jointly by faculty members Irene Tuffrey-Wijne (Professor of Intellectual Disability ...
Research & Reports. Report on Learning Disabilities Research. The psychological, social, and economic consequences of reading failure are legion. It is for this reason that the NICHD considers reading failure to reflect not only an educational problem, but a significant public health problem as well. Within this context, a large, well ...
Learning Disabilities Research & Practice (LDRP) publishes articles addressing the nature and characteristics of children and adults with learning disabilities, program development, assessment practices, and instruction. In so doing, LDRP provides valuable information to professionals involved in a variety of different disciplines including special education, school psychology, counseling ...
Information about phase one and two of the project can be found in our updated learning disabilities PSP report (PDF). An easy read document (PDF) and video version of the report are also available. Top 10 list of learning disabilities research priorities (PDF) Long list of learning disabilities research priorities (PDF)
Research shows that risk factors may be present from birth and tend to run in families. 1 In fact, children who have a parent with a learning disability are more likely to develop a learning disability themselves. 2 To better understand learning disabilities, researchers are studying how children's brains learn to read, write, and develop ...
TY - JOUR. T1 - Current research topics in learning disabilities. AU - Bursuck, William D. AU - Epstein, Michael H. PY - 1987/2. Y1 - 1987/2. N2 - To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted.
The disability study field includes the issues of physical, mental, and learning disabilities, as well as the problem of discrimination. In this article, we've gathered great disability essay topics & research questions, as well as disability topics to talk about. We hope that our collection will inspire you.
As co-design and community-based participatory research gain traction in health and disability, the challenges and benefits of collaboratively conducting research need to be considered. Current literature supports using co-design to improve service quality and create more satisfactory services. However, while the 'why' of using co-design is well understood, there is limited literature on ...
Research is also emerging on the sea of "hidden strengths" of students with dyslexia and other learning disabilities: Strong visual-spatial thinking and skill in figuring out patterns; The ability to make unique associations between concepts; Strengths in seeing the "big picture" and creative problem solving
The consortium is supported by NICHD's Child Development and Behavior Branch and is complemented by the Learning Disabilities Innovation Hub initiative. The consortium presently includes three research centers that involve numerous research sites and a large cohort of investigators with expertise in diverse topics related to learning ...
According to federal data from the school year 2020-21, nearly 14 percent of all students ages 5 through 21 enrolled in public schools were served under IDEA Part B.Of those students, 11.7 percent ...
Autism is a neural disorder identified through the problems in socialization, communication and typecasting characters. Autism poses threats and challenges to the learning of children. The present study aimed to analyze how special education impacts development in children born with different categories of disability.
The abuse of people with a learning disability and autistic people sadly features in several health and care services across the years. Researchers have consistently reported that people with a ...
"Technology is a game-changer for education - it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching," said Dan ...
Learning Disabilities Research & Practice (LDRP) publishes articles addressing the nature and characteristics of children and adults with, or with potential for, learning disabilities (specific learning disability; specific learning disorder) and/or attention decificts as they relate to practice, program development, assessment, and instruction-- not limited to academic subjects.
Whether to disclose your long Covid, or any other nonapparent condition or disability, to your employer is a deeply personal and consequential decision. While disclosing may help you access ...
Causes and risk factors. Most developmental disabilities are thought to be caused by a complex mix of factors. These factors include genetics; parental health and behaviors (such as smoking and drinking) during pregnancy; complications during birth; infections the mother might have during pregnancy or the baby might have very early in life; and exposure of the mother or child to high levels of ...
Causes of specific developmental disabilities are often not known. However, these disabilities were chosen because some scientific evidence suggests environmental exposures may play a role in developing these conditions. The Tracking Network has data on the following developmental disabilities. Autism spectrum disorders (ASD) Developmental delay