Special Issue "Innovative Practices for Students with Learning Disabilities"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: 30 January 2024 | Viewed by 132

Special Issue Editors

Department of Speech and Language Therapy, University of Ioannina, 45500 Ioannina, Greece
Interests: ICTs in speech & language therapy; ICTs in special education; digital innovative practices in children with developmental disorders; e-learning; telepractice
Department of Speech and Language Therapy, University of Ioannina, 45500 Ioannina, Greece
Interests: developmental and cognitive psychology; special education; learning disabilities; specific learning disorder; dyslexia; early diagnosis; early intervention
Dr. Michaela Nerantzini
E-Mail Website
Guest Editor
1. Faculty of Philology, Department of Linguistics, National and Kapodistrian University of Athens, Athens, Greece
2. Speech & Language Therapy Department, University of Patras, Patras, Greece
Interests: sentence processing (syntax, morphology) in acquired language deficits (stroke-induced or caused by cortical degeneration (PPA); neuroimaging applications and language intervention (e.g., rTMS, tDCS); language acquisition and developmental language disorders; bilingualism and second language learning

Special Issue Information

Dear Colleagues,

Learning Disabilities (LDs) are conditions with a neurobiological origin, caused by differences in the brain. Often, LDs coexist with other disorders such as autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), conduct disorder, anxiety, and depression.

They involve information-processing problems that affect individuals’ ability to acquire speaking, reading, writing, math, or nonverbal skills that may lead to school failure and psychoemotional and/or behavioral problems.

An interdisciplinary approach is recommended to focus for an individualized diagnosis and intervention in children with LD’s strengths and weaknesses to help him/her build strategies, improve learning, develop coping tools, and build healthy relationships in and out of school.

LDs identification remains underdiagnosed or diagnosed later in the school years as it entails challenging, multiparametric, and tough procedures also dependent on subjective evaluation, revealing the need for objective quantification. Towards this direction, early detection can be a key element for children with LDs as early intervention can improve their prognosis due to rapid brain growth and neuroplasticity.

This Special Issue aims to contribute to the above research of LDs proposing new innovative practices for screening, evaluation, and intervention towards the improvement of learning enhancement in formal, informal, and nonformal educational settings. We welcome international research work (original research articles and reviews) addressing the potential of innovative approaches in screening, diagnosis, intervention, and educational procedures for students with LDs, such as digital and mobile technologies, sensors, serious games, artificial intelligence models, educational, clinical, and consultative effective practices, methods, and tools.

In this way, it is intended that this Special Issue will contribute to demonstrating different perspectives on the topic, inspiring the research community while considering the latest challenges and the future of this topic.

Dr. Eugenia Toki
Dr. Victoria Zakopoulou
Dr. Michaela Nerantzini
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • learning disabilities
  • screening, evaluation and intervention
  • innovative education
  • technology-enhanced education
  • serious games
  • mobile technologies

Published Papers

This special issue is now open for submission.
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