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

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