From 2010 to 2017, the German Federal Ministry of Education and Research (BMBF) funded a research priority line in the field of empirical educational research on developmental disorders for school skills.
The aim was to develop sound knowledge for the individual diagnosis and evidence-based support of children, adolescents and adults with reading, writing and arithmetic disorders. The research focus formed the basis for the online platform LONDI.
Inadequate Diagnosis and Support of Developmental Disorders at School: a Crucial Problem
Many children with difficulties in reading, writing or arithmetic are identified very late or not at all. There are few evidence-based approaches to support – and when individual support is provided, it often does not extend across the school years.
»Students with such difficulties often have major problems at school despite good cognitive skills, are often victims of bullying and often develop anxiety or depression.«
Almost one in five children in Germany meets the criteria for a developmental disorder in academic skills by the middle of primary school. This shows the urgent need for better diagnosis and targeted support.
- Funding period: 2010 to 2017 in two phases
- Collaborative project with 13 research projects and a coordination unit
- Participants: Ludwig Maximilian University Munich, DIPF, University of Oldenburg, University of Münster, University of Hildesheim, Justus Liebig University Giessen, Technical University Kaiserslautern, University of Kassel, University of Potsdam, University Hospital Zurich, University Hospital Lübeck, Free University Berlin, DRK Kliniken Berlin, Ludwigsburg College of Education, Goethe University Frankfurt, Max Planck Institute Berlin, University of Würzburg, University of Hanover
Support concepts and methods for early detection and prevention were developed and tested in 13 research projects of the BMBF research priority line "Developmental disorders of scholastic skills (ESF)". The projects covered a broad scope of content and methods and demonstrated the benefits of interdisciplinary cooperation for the practical implementation and use of research results. They were supported by an interdisciplinary coordination office at DIPF in Frankfurt and at the LMU in Munich.
The Results of the Research Priority Line Served as the Basis for the Online Platform.
As part of the BMBF research priority line, important insights were gained that will help to make support measures for children more targeted and effective. In particular, we investigated which diagnostic information is crucial for increasing the success of support measures. We could show which support approaches are particularly effective depending on the children’s individual needs. The studies showed that children at risk of learning difficulties can be identified at an early stage and underlined the importance of targeted and appropriate diagnostic means for the successful implementation of one or more adaptive support measures. In addition, we developed and tested the effectiveness of three new computer-based support programmes.
The LONDI project was set up to make these research findings widely available for school and non-school support of children with persistent difficulties in reading, writing and arithmetic. The aim of the project was to develop a practical, evidence-based, online diagnostic and support platform.