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63 Edición Cursos de Verano UCA B05: LEER Y CONTAR LA HISTORIA (SOBRE 1812): DE GALDÓS A PÉREZ REVERTE CONFERENCIA Escribir 1812: la Nación liberal en sus textos. Alberto Romero Ferrer

The Learning Disabilities, Psycholinguistics, and New Technologies (DEAP&NT) group at the University of La Laguna began work in the early 1990s and has centred its research efforts on the area of specific educational support needs arising from giftedness, attention deficit disorder with or without hyperactivity, and specific learning difficulties. Over the past ten years, this group has contributed to knowledge transfer in two ways. Firstly, in educational administration, by working closely with the team of people who were behind the attention to diversity service of the General Directorate for Education Management and Innovation of the Ministry of Education of the Government of the Canary Islands during the period 2002-2012. This was an example of collaboration between the university and the educational administration. Our other contribution has been via the private sector, through agreements that the Research Results Transfer Office of the University of La Laguna formalized with Canary Islands companies. One of the main objectives of the group is to provide answers to a number of questions raised by those in the educational sector. The following are some of these questions: How can we achieve an early identification of gifted children, those with attention deficit disorder with or without hyperactivity, and those with specific learning difficulties? What is the prevalence in the Autonomous Community of the Canary Islands of children who are identified with these kinds of educational needs? How can we evaluate creativity in children with or without high intellectual abilities? How does creativity develop during schooling? Or what do professionals and families need to know in order to better help those children with educational needs? Or how can we help to improve psychoeducational assessment of children with educational needs carried out by the instructors assigned to the educational and psychoeducational orientation team? Can we change the learning paths of children at risk? How can we help teachers during their training in order to provide children with quality instruction and to prevent learning difficulties in the future?


Translation: Minerva Gutiérrez (revisions by Sally Burgess)
Dubbing: Sally Burgess

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