Top 10 research questions agreed as shared priorities
| (1) | What knowledge, skills and training do educational professionals need to identify the early signs of learning difficulties and provide optimal support for children and young people affected to help them achieve the best possible outcomes? |
| (2) | What is the best educational and community environment for children and young people with learning difficulties? |
| (3) | How can multiple types of professionals work together with parents and carers to improve identification, diagnosis, interventions and treatments and achieve the best outcomes for children and young people with learning difficulties? |
| (4) | Which early interventions are effective for children and young people with learning difficulties, at what ages and stages are they best introduced and what are the long-term outcomes? |
| (5) | What knowledge, skills and training do health, social work and ‘third sector’ (eg, charities and support services) professionals need to understand the best support to give children and young people with learning difficulties and their families/carers? |
| (6) | How can parents, carers, brothers and sisters and extended families of children and young people with learning difficulties, be best supported to achieve their best quality of life before, during and after the diagnosis or identification in home, school and community contexts? |
| (7) | How can we best identify early features, symptoms and signs of learning difficulties among children, young people and their families/carers? |
| (8) | What is the best way to assess learning difficulties in children and young people? |
| (9) | Which strategies are effective in preventing stigma and bullying towards children and young people with learning difficulties? |
| (10) | Which strategies are effective in helping children and young people with learning difficulties live independent lives, including during times of transition? |