REGIONAAL INSTITUUT VOOR DYSLEXIE BV

Their core work

REGIONAAL INSTITUUT VOOR DYSLEXIE BV (Regional Institute for Dyslexia) is a Dutch private practice specializing in the diagnosis and treatment of dyslexia and related learning disabilities. They contribute clinical and applied expertise — real-world assessment, intervention protocols, and patient-facing experience — to academic research consortia investigating the neurological and cognitive roots of developmental disorders. In H2020, they participated as a specialist clinical partner, bridging the gap between brain science and practical support for children with learning difficulties. Their value in consortia is the practitioner knowledge that academic labs cannot replicate: what dyslexia looks like in clinical settings, how interventions are applied, and what outcomes matter to patients and families.

What they specialise in

How they've shifted over time

In their earlier H2020 engagement (INTERLEARN, starting 2016), the focus was clearly applied: learning interventions, technology tools, training programs, and how individuals differ in their response to instruction — practical questions a clinical institute would bring to a research table. By 2018, with Neo-PRISM-C, the vocabulary shifted dramatically toward biological underpinnings: brain development, biomarkers, multi-modal neuroimaging, the RDoC framework, and a broader category of neurodevelopmental dysfunctions including autism alongside learning disabilities. This is not a replacement of the earlier focus but a deepening — moving from "what works in the clinic" toward "why it works, and what the brain shows us." The trajectory suggests the institute is evolving from a pure intervention practitioner into a more scientifically engaged partner capable of linking clinical populations to neuroimaging research.

They are moving toward research partnerships that use neuroscience tools (brain imaging, biomarkers) to understand the biological basis of learning disabilities — a natural evolution for a clinical institute seeking to ground its practice in brain science.

How they like to work

This organization has never led an H2020 project — they join as partners or third parties, contributing specialist clinical knowledge rather than managing consortia. Both of their projects were MSCA Innovative Training Networks, which are large multi-partner programmes; their 20 unique partners across 11 countries from just two projects reflects the inherently wide network structure of ITNs rather than their own outreach. This suggests they are sought out for their specific clinical perspective on dyslexia and learning disabilities — a role that is narrow but valuable in neurodevelopmental research networks.

Despite only two projects, the institute has connected with 20 unique partners across 11 countries — a consequence of participating in MSCA-ITN consortia, which typically involve 10–15 institutions each. Their network is European in scope, though their operational base remains regional (Arnhem, Netherlands).

What sets them apart

Most participants in neurodevelopmental research networks are universities and brain imaging centres; REGIONAAL INSTITUUT VOOR DYSLEXIE BV is a private clinical institute that brings real patient populations, diagnostic expertise, and intervention experience that academic labs cannot source internally. For a consortium studying learning disabilities or neurodevelopmental disorders, this institute offers access to a clinical setting in the Netherlands — essential for translational research that needs to move from lab findings to real-world application. Their combination of private practice agility and proven willingness to engage with complex multi-national research programmes makes them an unusual and practical partner.

Highlights from their portfolio

• Neo-PRISM-C
  Their only directly funded project (EUR 265,620), and the most scientifically ambitious — applying systems neuroscience, multi-modal brain imaging, and the RDoC framework to predict risk and design interventions for neurodevelopmental disorders in children, including autism and learning disabilities.
• INTERLEARN
  Their earliest H2020 participation, demonstrating a clear applied-technology angle — individualized learning interventions powered by advanced learning science — which established their cross-disciplinary positioning between clinical practice and educational technology.