Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/118745
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dc.contributor.authorGonzalez, Desiréeen_US
dc.contributor.authorJiménez, Juan E.en_US
dc.contributor.authorGarcía, Eduardoen_US
dc.contributor.authorDíaz Megolla, Aliciaen_US
dc.contributor.authorRodríguez, Cristinaen_US
dc.contributor.authorCrespo, Patriciaen_US
dc.contributor.authorArtiles, Ceferinoen_US
dc.date.accessioned2022-10-03T15:38:15Z-
dc.date.available2022-10-03T15:38:15Z-
dc.date.issued2010en_US
dc.identifier.issn1888-8992en_US
dc.identifier.urihttp://hdl.handle.net/10553/118745-
dc.description.abstractThe main purpose of this research has been to analyze the prevalence of specific learning disabilities (LD) in Spanish adolescents. A first study was conducted in the Canary Islands region to analyze the prevalence of individuals identified as LD in the Canary Islands region. A second study was designed to test whether the identification of LD students should not be only based on curricular criteria but also on standardized specific criteria in each academic subject (i.e., reading, writing, arithmetic, etc.). We found that the greater proportion of individuals with special educational needs is identified as LD. This fact is a consequence of the lack of specific criteria to identify students within this category in the Special Education field. Likewise, when psychometric criteria for LD identification are used, the percentage of students identified as LD is lower dramatically.en_US
dc.description.abstractThe main purpose of this research has been to analyze the prevalence of specific learning disabilities (LD) in Spanish adolescents. A first study was conducted in the Canary Islands region to analyze the prevalence of individuals identified as LD in the Canary Islands region. A second study was designed to test whether the identification of LD students should not be only based on curricular criteria but also on standardized specific criteria in each academic subject (i.e., reading, writing, arithmetic, etc.). We found that the greater proportion of individuals with special educational needs is identified as LD. This fact is a consequence of the lack of specific criteria to identify students within this category in the Special Education field. Likewise, when psychometric criteria for LD identification are used, the percentage of students identified as LD is lower dramatically.en_US
dc.languagespaen_US
dc.relationSEJ2006-09156en_US
dc.relation.ispartofEuropean Journal Of Education And Psychologyen_US
dc.sourceEuropean Journal of Education and Psychology [1888-8992] 2010, Vol. 3, Nº 2, p. 317-327en_US
dc.subject6102 Psicología del niño y del adolescenteen_US
dc.subject.otherLearning disabilitiesen_US
dc.subject.otherPrevalenceen_US
dc.subject.otherDyslexiaen_US
dc.subject.otherSpecial educational needsen_US
dc.subject.otherEducational legislationen_US
dc.subject.otherAttention to diversityen_US
dc.subject.otherPrevalenciaen_US
dc.subject.otherDificultades específicas de aprendizajeen_US
dc.subject.otherDislexiaen_US
dc.subject.otherNecesidades educativas específicasen_US
dc.subject.otherLegislación educativaen_US
dc.subject.otherAtención a la diversidaden_US
dc.titlePrevalencia de las dificultades específicas de aprendizaje en la Educación Secundaria Obligatoriaen_US
dc.title.alternativePrevalence of learning disabilities in teenagersen_US
dc.typeArticleen_US
dc.identifier.doi10.30552/ejep.v3i2.60en_US
dc.identifier.isiWOS:000420163300013-
dc.description.lastpage327en_US
dc.identifier.issue2-
dc.description.firstpage317en_US
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.description.numberofpages11en_US
dc.utils.revisionen_US
dc.identifier.ulpgcNoen_US
dc.contributor.buulpgcBU-EGBen_US
dc.description.esciESCI
dc.description.erihplusERIH PLUS
item.fulltextCon texto completo-
item.grantfulltextopen-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0001-6976-0647-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.fullNameDíaz Megolla, Alicia-
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