More than 400,000 students under the age of 16 in Spain suffer from some type of learning disorder that, if not properly addressed, can lead to school failure. Neurology specialists demand a protocol to quickly detect these disorders and to respond to the students who suffer them.

This is the main conclusion of the report 'Learning in childhood and adolescence' that has been prepared by the Neurology Service of the Sant Joan de Déu Hospital in Esplugues de Llobregat. According to this study, in each classroom there are at least two children with some type of learning disorder such as dyslexia or attention deficit hyperactivity disorder (ADHD), which are the most frequent.

This type of disorders are genetic and neurological and make these children, despite having a normal intelligence, have great difficulties to learn or to acquire study habits.

Changes in exams

The report of the Sant Joan de Déu Hospital raises the need for flexible curricular designs to adapt them to students with learning disorders. In the case of children with dyslexia, it is proposed that they have more time than the others to perform the written exams and to give priority in their case to the oral tests. As for the students with ADHD, they ask the teachers to facilitate the exams in a fractional way.

In the same line is the proposal of Jesus Gonzalo Ocampos, president of the Spanish Federation of Dyslexia (FEDIS), who has requested that the exams of selectivity adapt in terms of time and spelling rules for all those students suffering from dyslexia in Spain , for which in June he sent a letter to the Ministry of Education.

Ocampos indicates that the Specific Learning Difficulty (DEA) the child always has, and maintains it when he reaches adulthood, so it is logical that he distances himself from his peers, and explains that if one takes into account the lack of spelling , these children are not on equal terms, and therefore these students should be offered the possibility of taking an oral test or an oral supplement to the written test.


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