Moor House Research & Training Institute is proud to have collaborated on a major project with the Royal College of Speech & Language Therapists (RCSLT) to identify the top research priorities for Developmental Language Disorder (DLD).
The project was a UK-wide initiative that puts the voices of people with DLD at the very centre of research planning.
While awareness is growing, DLD remains an under-researched and under-funded condition, leaving many struggling to access support and facing challenges that can affect mental health and wellbeing, education and employment.
The RCSLT’s DLD Priority Setting Partnership, launched in 2019, aims to bring together key stakeholders to identify research priorities that lead to better understanding and outcomes for those living with DLD.
In collaboration with children and adults with DLD, their families, speech and language therapists, and education professionals, we set out to answer a crucial question:
What should future research and funding focus on to truly improve life for those with DLD?
The outcome is a powerful list of the Top 10 research priorities for DLD — and just as important as what we discovered, is how we got there.
A Process Built on Inclusion
From the beginning, this project was designed to be as inclusive and accessible as possible for individuals with DLD. Every stage — from online surveys and discussions to workshops and final decisions — was carefully adapted to make sure everyone could contribute meaningfully, no matter their communication profile.
We used strategies such as:
- Plain language summaries and simplified questions
- Talking Mats™, a visual thinking and communication tool that supports people to communicate effectively about things that matter to them
- A traffic light system to allow people to rank their priorities visually
- Flexible communication options, including written, spoken and alternative formats
- Kanban boards to support people to understand and participate in online meetings
- Facilitated discussions with trained professionals who understood DLD
- Extra time and support both before and during workshops to ensure everyone’s voice was heard.
This wasn’t just about ticking a box – it was about genuinely empowering people with DLD to shape the future of research about their lives.
“It was a privilege to work with such a passionate group, many with lived experience of DLD,” said Dr Lucy Hughes, Research Speech & Language Therapist at Moor House, who led Phase II of the project.
“We knew it was essential to create a process where individuals with DLD could take part confidently and comfortably – and their input was absolutely central to the outcomes.”
What made the Top 10?
The priorities reflect real-life challenges and hopes as identified by the people who live with DLD and those who support them. Tied in first place were:
= 1. How can we make it easy for people with DLD to get a diagnosis? How can we best support them before, during and after a diagnosis?
=1. What training do education staff need so they can help people with DLD learn and have a better time in schools, colleges and universities?
Also high on the list and something we’re passionate about here too was:
What can schools do to make sure children with DLD do well at school, and grow into adults who can find good jobs, and live healthy and happy lives?
Other key priorities included:
- Developing effective interventions
- Supporting emotional wellbeing
- Helping young people with DLD transition into adulthood and employment
You can read the full list below:
What happens next?
Now that the Top 10 research priorities are clear, we hope they will guide future studies, influence funding decisions, and inspire new innovations in support and understanding.
📄 Want to dive deeper?
The full Phase II report and more about the Priority Setting Partnership are available on the RCSLT website.