Identifying Global Research Priorities for Learning Disabilities

Abstract

Estimates of the global prevalence of learning disabilities (LD) range from 5-17%. A host of nega- tive outcomes have been associated with LD, particularly for people of low socioeconomic status within developed nations and for people in developing nations. The goal of this study was to identify global re- search priorities that address the persistent and pervasive challenges faced by people with LD. The Child Health and Nutrition Research Initiative (CHNRI) global research priority-setting methodology was em- ployed to generate research questions and to evaluate them according to a set of four criteria: acceptability and impact, equity, feasibility, and usefulness. Thirty-eight research questions were generated, coded into six categories. The two most critical research categories were (a) developing stronger understandings of LD across the lifespan and (b) developing more effective ways to train teachers.