Learning Disabilities

The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing, and remediating weaknesses in, numerical skills in children, including those with mathematical learning disabilities (MLD).

This study investigates the effects of transcranial electrical stimulation (tES) on the brain and its potential to enhance reading-related learning. Adult participants with a range of reading abilities will receive transcranial random noise stimulation (tRNS) while they perform an artificial orthography learning task. This task simulates letter-speech sound learning, an important first step during reading acquisition known to be impaired in individuals with developmental dyslexia. The effects of the intervention will be assessed using both behavioral measures and functional magnetic resonance imaging (fMRI).

A learning difference or disability is a reduction in intellectual ability (GMC, 2024). It causes lifelong difficulty with everyday activities. Different individuals require different levels of support. Individuals with learning disability may also have learning difficulties and mental health problems, but these conditions do not always co-exist. Learning difficulties affect the way someone processes information. They are not related to intelligence but can affect learning and education. People with learning differences can experience higher rates of mental and physical ill-health. The individual's life expectancy is shorter than the average for the population. This is related to access and experience of health care. These patients may experience discrimination affecting their healthcare. Discrimination arises from staff and organisational attitudes towards patients and judgements about their quality of life. These individuals' care is also at risk of diagnostic overshadowing where a patient's symptoms are attributed to their disability rather than a disease. Many people with learning disabilities may find it harder to use healthcare services, and the investigators want to find out what challenges these individuals face. For example, do these patient have trouble understanding what is being said to them? Are there issues with getting an appointment or understanding the information about their health? This project focuses on understanding the experiences of people with learning disabilities when they use health services. How easily do can these individuals communicate with their clinician? Are there barriers in accessing care? Do these individuals feel respected and listened to during their appointments? How should healthcare staff be trained to provide better care to these patients? The investigators will be speaking directly to patients with learning disabilities living in Derbyshire. This will be by interviews encouraging the patients to share their thoughts and experiences. The information the investigators gather will help understand these people's experiences of healthcare and how this could be improved. The investigators will also undertake an anonymised survey of medical students on their perceived learning needs regarding individuals with learning differences. This information will be used to develop educational resources for clinical teachers. medical students and staff. Working with the volunteers will better prepare future doctors to provide holistic care for patients with learning differences.

This study aimed to evaluate postural control, balance, and fine motor skills in children followed up with a diagnosis of specific learning disabilities.

Specific learning disabilities (SLD) are characterized by difficulties in reading, comprehension, arithmetic, and written expression, often accompanied by impairments in motor skills, balance, and coordination. However, physical difficulties in children with SLD are often overlooked in educational settings, and parental awareness of these issues remains limited. This study aims to examine the effect of an 8-week combined exercise program-including balance, strength, and stretching exercises-on the physical fitness of children aged 7-14 years with SLD. Participants will be randomly assigned to either an exercise group or a control group. The exercise intervention will be conducted three times per week for 45 minutes per session over eight weeks. Physical fitness will be evaluated through standardized field-based measures of balance, strength, flexibility, and endurance before and after the intervention. Data will be analyzed using SPSS 26.0, employing Wilcoxon, Mann-Whitney U, independent t-test, and paired t-test as appropriate. The study is expected to emphasize the importance of physical activity for children with SLD and promote the inclusion of physiotherapy-based exercise programs in individualized support plans. Primary Outcome Question: Does an 8-week combined exercise program improve balance, strength, flexibility, and endurance-key components of physical fitness-in children with specific learning disabilities compared to a control group?

The present project aims at identifying very early electrophysiological risk markers for language impairments. The long-term goals of the study include the characterization of learning developmental trajectories in children at high risk for language impairments. In this project, all the infants of the Medea BabyLab cohort are followed-up until school age. Since these infants have complete information on early electrophysiological markers, the final goal of the project is the characterization of their learning developmental trajectories and the construction of a multi-factor prognostic model that includes the neurophysiological processes underlying basic-level skills as potential biomarkers for predicting later reading and spelling skills.

the investigators are looking to evaluate the effectiveness of a strength-based program in improving job interview skills in neurodiverse young adults. This program is designed to help participants understand and speak to others about their personal qualities and abilities. The investigators are examining the effects of this program in young adults who may have difficulty with job interviews, and who may want to improve these skills. Some of these young adults have received special education services in the past for learning differences, such as attention deficit hyperactivity disorder (ADHD) or dyslexia.

* What research question is being addressed? What is the experience of support workers, and managers, supporting people with learning disabilities who have moved from inpatient to community settings as part of the Transforming Care Agenda. * How is it of relevance and importance to patients and public? In 2011 serious abuse of people with learning disabilities was uncovered at Winterbourne View, an independent hospital for people with learning disabilities. The Transforming Care Agenda was set out by the UK government in 2012 in response to this abuse. A key part of the action plan included moving people with learning disabilities out of inappropriate hospital settings, into the community. Support workers and managers are key mediators in approaches to ensure that people with learning disabilities are able to achieve a good quality of life in the community, however so far there is limited research looking into their experiences. * Broadly what area (disease, therapy or service) is being studied? For therapeutic studies what is the drug, device or procedure being tested? The area being studied is support for people with learning disabilities who have moved from inpatient settings to community settings. * Who would be eligible? Support workers and managers who have worked with people with learning disabilities who have moved from inpatient to community settings within the past three years will be eligible to be interviewed as part of this study. 4 to 6 support workers, and 4 to 6 managers will be interviewed in total. * The type of sites where the study will be conducted Participants (support workers and managers) will be recruited through NHS sites (community learning disability teams) who have identified individuals with learning disabilities who have moved from hospital to community settings (as part of the Transforming Care Agenda) within the past 3 years. * How long will the study last and what will the participants undergo? The study will last approximately 1.5 years. If they consent, participants will be invited to take part in an interview, lasting up to one hour. The interview will focus on their experience of supporting someone with a learning disability who has moved from a hospital setting, into a community setting, within the past three years.