[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"learning-disabilities\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:learning-disabilities":31},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,8,0,[8,80,117,147,173,202,225,247],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":56,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":68,"lastUpdatePostDateStruct":69,"startDateStruct":72,"completionDateStruct":74,"leadSponsor":76,"locationsCount":79},"100454745","interventions-in-mathematics-and-cognitive-skills-100454745",false,"NCT05201534","Interventions in Mathematics and Cognitive Skills","Interventions in Math Learning Disabilities: Cognitive and Neural Correlates","Inclusion Criteria:\n\n1. Elementary school aged children starting from first grade (6-12 years old)\n2. IQ: Participants with a Full Scale IQ \\> 70 on the Wechsler Abbreviated Scle of Intelligence (WASI-II).\n3. Identification of Mathematical Learning Disabilities: Scores below the 35th percentile percentile on symbolic number processing test in Numeracy Screener and two or more Wechsler Individual Achievement Test (WIAT-IV) math subtests\n4. Identification of typically developing children: Scores at or above the 35th percentile percentile on symbolic number processing test in Numeracy Screener and all WIAT-IV math subtests\n5. Normal or corrected-to-normal vision and no hearing impairments\n6. Inclusion in MRI scan session: Right-handed\n\nExclusion Criteria:\n\n1. History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder.)\n2. History of trauma involving head injury\n3. Consistent psychiatric medications\n4. Exclusion from MRI scan session: No major contraindication for magnetic resonance imaging (MRI) - braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, claustrophobia)",true,"ALL","6 Years","12 Years",{"count":21,"type":22},180,"ESTIMATED","INTERVENTIONAL",[25],"NA","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).",[28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55],"Math Learning Disability","Child Development","Developmental Disability","Learning Disabilities","Learning Disabled","Learning Curve","Mathematics Disorder","Dyscalculia","Dyscalculia, Primary","Dyscalculia, Acquired","Specific Learning Disorder, With Impairment in Mathematics","Individuality","Behavior, Child","Behavior and Behavior Mechanisms","Behavior","Decision Making","Neuronal Plasticity","Cognition","Cognition Disorder","Cognitive Dysfunction","Cognitive Change","Cognitive Impairment, Mild","Cognitive Developmental Delay","Cognitive Orientation","Cognitive Delay, Mild","Cognitive Deficits, Mild","Cognitive Abnormality","Neuroscience",[57,58,59,60,61,62,63,64,65,66],"Numerical skills in children","Low math abilities","Mathematical Learning Disabilities","Mathematical Concepts","Mathematics","Transfer, Psychology","Generalization, Psychology","Early Intervention, Educational","Neural Pathways","Neural Networks, Computer","RECRUITING","2026-06-22",{"date":70,"type":71},"2026-06-25","ACTUAL",{"date":73,"type":71},"2023-05-05",{"date":75,"type":22},"2026-08-31",{"name":77,"class":78},"Stanford University","OTHER",1,{"id":81,"slug":82,"hasResults":11,"nctId":83,"briefTitle":84,"officialTitle":85,"acronym":86,"eligibilityCriteria":87,"healthyVolunteers":16,"sex":17,"minAge":88,"maxAge":89,"enrollmentInfo":90,"targetDuration":4,"studyType":23,"phases":92,"briefSummary":93,"conditions":94,"keywords":99,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":108,"lastUpdatePostDateStruct":109,"startDateStruct":111,"completionDateStruct":113,"leadSponsor":115,"locationsCount":79},"100634946","enhancing-letter-speech-sound-learning-and-reading-network-activation-with-transcranial-electrical-stimulation-100634946","NCT07546292","Enhancing Letter-Speech Sound Learning and Reading Network Activation With Transcranial Electrical Stimulation","Transcranial Electrical Stimulation and the Reading Brain: Toward Novel Interventions for Reading Impairments","LexiStim","Inclusion Criteria:\n\n* Age 18-35\n* All genders\n* Written informed consent by the participant\n* German speaking (native)\n* Right-handed\n\nExclusion Criteria:\n\n* Diagnoses of neurological disorders, intellectual disabilities, or psychiatric disorders (We do not exclude participants with common comorbidities of dyslexia, specifically dyscalculia, Attention Deficit\u002FHyperactivity Disorder, or Autism Spectrum Disorders)\n* History of any acquired brain damage or evidence of fetal alcohol syndrome\n* Hearing problems and vision problems that cannot be corrected\n* Inability to follow procedures or understand the instructions given in (Swiss-)German\n* Current use of psychoactive medications or substances, or a history of substance abuse that may affect brain function, performance or MRI signal quality\n* A nonverbal IQ \\\u003C 80\n* Having previously participated in a transcranial electrical stimulation study\n* Knowledge to read or write in a language using foreign letters (i.e., different from the Latin alphabet)\n* Contraindications to brain stimulation or MRI, such as: History of epilepsy or severe migraine; Skull breach such as craniotomy; Wearing neurostimulators or cardiac pacemakers; Wearing hearing aid devices or cochlear implants, which are not MR safe; Having metal pieces in their body (e.g., piercings that cannot be removed and contain metal, screws or plates from surgical operations, wounds from metal splinters or similar); Claustrophobia or problems lying in the scanner (e.g., pain, anxiety); Previous surgery on the head or heart; Being pregnant (a pregnancy test will be conducted at the MR center before the measurement if a female participant suspects she might be pregnant or is uncertain about her pregnancy status according to the Swiss Ethics Leitlinie:\n\nhttps:\u002F\u002Fswissethics.ch\u002Fassets\u002Fpos\\_papiere\\_leitfaden\u002F20110906\\_kek\\_mri.pdf); Having problems lying still (strong cold, tremor, etc.); Wearing non-removable dental braces","18 Years","35 Years",{"count":91,"type":22},60,[25],"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).",[95,96,97,98,31],"Dyslexia, Developmental","Reading","Dyslexia","Learning",[97,100,101,102,103,104,105,106,107],"tRNS","transcranial electrical stimulation","non-invasive brain stimulation","neuromodulation","reading","functional magnetic resonance imaging","fMRI","audiovisual-learning","2026-05-19",{"date":110,"type":71},"2026-05-22",{"date":112,"type":71},"2026-04-23",{"date":114,"type":22},"2027-06",{"name":116,"class":78},"Silvia Brem",{"id":118,"slug":119,"hasResults":11,"nctId":120,"briefTitle":121,"officialTitle":122,"acronym":4,"eligibilityCriteria":123,"healthyVolunteers":11,"sex":17,"minAge":88,"maxAge":4,"enrollmentInfo":124,"targetDuration":4,"studyType":126,"phases":4,"briefSummary":127,"conditions":128,"keywords":131,"overallStatus":137,"whyStopped":4,"lastUpdateSubmitDate":138,"lastUpdatePostDateStruct":139,"startDateStruct":141,"completionDateStruct":143,"leadSponsor":145,"locationsCount":79},"100637388","learning-differences-in-medical-education-100637388","NCT07585708","Learning Differences in Medical Education","What Are the Patient and Medical Student Perspectives on the Learning Needs and Expectations of Training of Future Doctors in Healthcare for Individuals With Learning Differences?","Inclusion Criteria:\n\n* Volunteers will be recruited from participants in teaching sessions to GEM medical students held in September and October 2025. This will be using convenience sampling. Up to 120 students currently on the GEM Year 1 preclinical programme at the time of the study will be invited to complete the study.\n\nExclusion Criteria:\n\n* All who do not meet the inclusion criteria defined above",{"count":125,"type":22},15,"OBSERVATIONAL","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.\n\nDiscrimination 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?\n\nThis 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.",[129,130,31],"Healthcare Access","Experience",[132,133,134,135,136],"Learning difference","Learning disability","Healthcare experience","Healthcare access","Medical education","NOT_YET_RECRUITING","2026-05-13",{"date":140,"type":71},"2026-05-18",{"date":142,"type":22},"2026-05-07",{"date":144,"type":22},"2026-12-31",{"name":146,"class":78},"University of Nottingham",{"id":148,"slug":149,"hasResults":11,"nctId":150,"briefTitle":151,"officialTitle":152,"acronym":4,"eligibilityCriteria":153,"healthyVolunteers":11,"sex":17,"minAge":18,"maxAge":88,"enrollmentInfo":154,"targetDuration":156,"studyType":126,"phases":4,"briefSummary":157,"conditions":158,"keywords":159,"overallStatus":137,"whyStopped":4,"lastUpdateSubmitDate":164,"lastUpdatePostDateStruct":165,"startDateStruct":167,"completionDateStruct":169,"leadSponsor":171,"locationsCount":79},"100625195","balance-and-motor-skills-in-sld-children-100625195","NCT07419477","Balance and Motor Skills in SLD Children","Assessment of Postural Control, Balance and Fine Motor Skills in Children With Specific Learning Disabilities; A Descriptive Cross-Sectional Study","Inclusion Criteria:\n\n* Being followed up with a diagnosis of Specific Learning Disability\n* Being between 6-18 years old\n\nExclusion Criteria:\n\n* Cognitive dysfunction\n* Uncontrolled psychiatric illness\n* Mental retardation\n* Vision problems\n* Hearing problems",{"count":155,"type":22},38,"6 Months","This study aimed to evaluate postural control, balance, and fine motor skills in children followed up with a diagnosis of specific learning disabilities.",[31],[160,161,162,163],"postural balance","motor skills","learning disabilities","exercise therapy","2026-02-19",{"date":166,"type":71},"2026-02-23",{"date":168,"type":22},"2026-02-09",{"date":170,"type":22},"2026-08-30",{"name":172,"class":78},"Bandırma Onyedi Eylül University",{"id":174,"slug":175,"hasResults":11,"nctId":176,"briefTitle":177,"officialTitle":178,"acronym":4,"eligibilityCriteria":179,"healthyVolunteers":16,"sex":17,"minAge":180,"maxAge":181,"enrollmentInfo":182,"targetDuration":4,"studyType":23,"phases":184,"briefSummary":185,"conditions":186,"keywords":187,"overallStatus":137,"whyStopped":4,"lastUpdateSubmitDate":193,"lastUpdatePostDateStruct":194,"startDateStruct":196,"completionDateStruct":198,"leadSponsor":200,"locationsCount":79},"100610631","exercise-and-physical-fitness-in-children-with-specific-learning-disabilities-100610631","NCT07230093","Exercise and Physical Fitness in Children With Specific Learning Disabilities","The Effect of Combined Exercise Training on Physical Fitness Parameters in Children With Specific Learning Disabilities","Inclusion Criteria:\n\n* Exercise Group: Children aged 7-14 years diagnosed with Specific Learning Difficulty (SLD), with signed parental consent and child assent form\n* Control Group: Children aged 7-14 years without SLD (healthy), with signed parental consent and child assent form\n\nExclusion Criteria:\n\n* Children with physical disabilities preventing participation\n* Children unable to cooperate with the assessments","7 Years","14 Years",{"count":183,"type":22},18,[25],"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.\n\nThis 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.\n\nThe 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.\n\nThe 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.\n\nPrimary 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?",[31],[188,189,190,191,192],"Learning Disability","Physical Fitness","Combined Exercise","Children","Exercise Intervention","2025-11-13",{"date":195,"type":71},"2025-11-17",{"date":197,"type":22},"2025-11-25",{"date":199,"type":22},"2026-02-15",{"name":201,"class":78},"Bartın Unıversity",{"id":203,"slug":204,"hasResults":11,"nctId":205,"briefTitle":206,"officialTitle":207,"acronym":4,"eligibilityCriteria":208,"healthyVolunteers":16,"sex":17,"minAge":156,"maxAge":209,"enrollmentInfo":210,"targetDuration":4,"studyType":126,"phases":4,"briefSummary":212,"conditions":213,"keywords":4,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":217,"lastUpdatePostDateStruct":218,"startDateStruct":220,"completionDateStruct":222,"leadSponsor":223,"locationsCount":79},"100498206","early-neurophysiological-markers-of-language-impairments-100498206","NCT05767242","Early Neurophysiological Markers of Language Impairments","Early Neurophysiological Markers of Language Impairments: a Longitudinal Study on Infants At Familial Risk","Inclusion Criteria:\n\n* Healthy infants aged \\\u003C24 months\n* Infants with and without familial risk for language impairments (infants are assigned to the group with familial risk if at least one first-degree relative had a certified (clinical) diagnosis of language impairment or learning disability\n* Both parents are native-Italian speakers\n\nExclusion Criteria:\n\n* Gestational age \\\u003C 37 weeks and\u002For birth weight \\\u003C 2500 grams\n* APGAR scores at birth at 1' and 5' \\\u003C 7\n* Bayley Cognitive Score \\\u003C 7\n* Presence of certified diagnosis of intellectual deficiency, attention-deficit disorder, sensorial and neurological disorders, or autism within first-degree relative","8 Years",{"count":211,"type":22},100,"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.",[214,215,216,31],"Development, Infant","Development, Language","Developmental Language Disorder","2025-02-03",{"date":219,"type":71},"2025-02-05",{"date":221,"type":71},"2022-02-21",{"date":144,"type":22},{"name":224,"class":78},"IRCCS Eugenio Medea",{"id":226,"slug":227,"hasResults":11,"nctId":228,"briefTitle":229,"officialTitle":229,"acronym":4,"eligibilityCriteria":230,"healthyVolunteers":11,"sex":17,"minAge":181,"maxAge":231,"enrollmentInfo":232,"targetDuration":4,"studyType":23,"phases":234,"briefSummary":235,"conditions":236,"keywords":4,"overallStatus":137,"whyStopped":4,"lastUpdateSubmitDate":238,"lastUpdatePostDateStruct":239,"startDateStruct":241,"completionDateStruct":243,"leadSponsor":245,"locationsCount":4},"100552958","a-strength-based-intervention-to-improve-job-interview-skills-in-neurodiverse-young-adults-100552958","NCT06479850","A Strength-Based Intervention to Improve Job Interview Skills in Neurodiverse Young Adults","Inclusion Criteria:\n\n* Lives in the United States of America\n* Between the ages of 14-26 Speaks English well\n* At a 4th grade reading level\n\nExclusion Criteria:\n\n* Had a stroke, Traumatic Brain Injury, or neurological injury or disease in the past(like brain tumor or epilepsy)\n* Has a history of significant psychiatric illness(like schizophrenia or psychosis)\n* Has uncontrolled seizures or other unstable medical complications","26 Years",{"count":233,"type":22},50,[25],"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.",[237,97,31],"ADHD","2024-07-22",{"date":240,"type":71},"2024-07-24",{"date":242,"type":22},"2024-08-01",{"date":244,"type":22},"2025-12-01",{"name":246,"class":78},"Kessler Foundation",{"id":248,"slug":249,"hasResults":11,"nctId":250,"briefTitle":251,"officialTitle":252,"acronym":4,"eligibilityCriteria":253,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":254,"targetDuration":4,"studyType":126,"phases":4,"briefSummary":256,"conditions":257,"keywords":4,"overallStatus":137,"whyStopped":4,"lastUpdateSubmitDate":259,"lastUpdatePostDateStruct":260,"startDateStruct":262,"completionDateStruct":264,"leadSponsor":266,"locationsCount":79},"100555189","transforming-care-experiences-of-support-workers-and-managers-100555189","NCT06508853","Transforming Care Experiences of Support Workers and Managers","Exploring 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.","Inclusion Criteria:\n\n1. Participants will be support workers and managers working within services for people with learning disabilities (supported living or care home settings).\n2. Participants need to have worked with someone who has a learning disability who has been discharged from hospital during the past three years.\n3. Participants need to have worked with the person with a learning disability during the first three years of their discharge from hospital.\n4. Participants need to have worked with the person who has a learning disability for a period of at least four months.\n5. The person with a learning disability will need to have been discharged from hospital, into their current service, within the past 3 years.\n6. For each person with a learning disability identified, a maximum of two support workers and one manager can be included (interviewed).\n7. Support workers or managers will need to be based within one of the four research site localities (South London and Maudsley, Hertfordshire NHS University Trust, East London Foundation Trust and North East London Foundation Trust).\n8. Support workers and managers will need to be able to participate in interviews on Microsoft Teams, or in person, conducted in the English language.\n9. There are no inclusion or exclusion criteria based on age, gender, ability or any other personal identifiers.\n\nExclusion Criteria:\n\n1. Support workers or managers working with autistic people, or people who have experienced mental health difficulties (without a learning disability).\n2. Support workers or managers who have worked with the person with a learning disability for less than four months.\n3. Support workers or managers working in locations outside of the remit of any of the four research sites.",{"count":255,"type":22},12,"* 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.\n* 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.\n\nSupport 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.\n\n* 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.\n* 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.\n* 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.\n* 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.",[31,258],"Behavioural Problem","2024-07-15",{"date":261,"type":71},"2024-07-18",{"date":263,"type":22},"2024-08",{"date":265,"type":22},"2025-05",{"name":267,"class":78},"King's College London"]