Prevalencia de las dificultades específicas de aprendizaje en la Educación Secundaria Obligatoria

  1. Desirée González Martín
  2. Juan Eugenio Jiménez González
  3. Eduardo García Miranda
  4. Alicia Díaz Megolla
  5. Cristina Rodríguez Rodríguez
  6. Patricia Crespo Alberto
  7. Ceferino Artiles Hernández
Journal:
European journal of education and psychology

ISSN: 1888-8992

Year of publication: 2010

Volume: 3

Issue: 2

Pages: 317-327

Type: Article

Export: RIS
DOI: 10.30552/ejep.v3i2.60 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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  • Dialnet Métricas Cited by: 8 (11-11-2021)

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  • Social Sciences: C

Abstract

Este trabajo ha tenido como objetivo analizar la prevalencia de las dificultades específicas de aprendizaje (DEA) en adolescentes españoles. El primer estudio analiza la prevalencia del alumnado identificado dentro de esta categoría de diagnóstico en la Comunidad Autónoma de Canarias. Un segundo estudio, se centra en el área curricular de lengua, con objeto de averiguar si en la detección de las DEA es suficiente el criterio curricular o, es necesario establecer además criterios diagnósticos específicos asociados al área curricular. Los resultados demuestran que en la categoría de diagnóstico DEA se registran las cifras de prevalencia más altas en el ámbito de la Educación Especial. Este hecho es consecuencia de la ausencia de criterios específicos para la identificación de DEA. Asimismo, se demuestra que delimitar de forma operativa la dificultad específica de aprendizaje, combinando el criterio curricular con el criterio psicométrico, reduce la tasa de prevalencia de alumnado identificado con DEA.

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