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000162592 041__ $$aeng
000162592 100__ $$0(orcid)0000-0001-7670-5662$$ade la Hoz Ruiz, Javier
000162592 245__ $$aLearning difficulties: Theoretical framework and didactic guidelines for students of education sciences
000162592 260__ $$c2024
000162592 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162592 5203_ $$aThis article explores the multifaceted nature of learning difficulties, focusing on their theoretical basis, diagnostic methodologies, and effective educational interventions. With an emphasis on disorders such as dyslexia, dysgraphia, and dyscalculia, the discussion highlights the critical role of integrating neurobiological, cognitive, and educational research to enhance understanding and treatment strategies. The article argues for a multidisciplinary approach in educational settings to ensure early diagnosis and tailored interventions, emphasizing the importance of creating supportive learning environments that adapt to diverse learning needs. This comprehensive overview provides educators, policymakers, and educational researchers with insights into the complexities of learning difficulties and the imperative for evidence-based practices and policies in education.
000162592 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000162592 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162592 700__ $$aFlores Piñero, Maria
000162592 700__ $$aMula Falcon, Javier
000162592 773__ $$g12, 2 (2024), 195 - 197$$pInt. j. Soc. Sci. Humanit. Res.$$tInternational journal of social science and humanities research$$x2348-3156
000162592 8564_ $$s195903$$uhttps://zaguan.unizar.es/record/162592/files/texto_completo.pdf$$yVersión publicada
000162592 8564_ $$s2385390$$uhttps://zaguan.unizar.es/record/162592/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000162592 951__ $$a2025-10-17-14:33:27
000162592 980__ $$aARTICLE