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Celestino Rodríguez Pérez

University of Oviedo

Prof. Celestino Rodríguez Pérez obtained a Ph.D. in Psychology and Education from the University of Leon, Spain. He is a professor in the Department of Psychology and Dean of the Faculty of Teaching Training and Education at the University of Oviedo, Spain. His main research areas include learning disabilities and ADHD, learning assessment, academic achievement, learning strategies, gifted children, self-regulated learning (SRL), ICTs, higher education, computer-based learning environments (CBLEs), metacognition, and dynamic hypermedia learning environments. He is the author of more than 150 papers in peer-reviewed international journals and around 50 chapters in education, psychology and higher education books and handbooks. He has made several contributions to national and international conferences, having participated in more than 150 international congresses. He has collaborated with researchers from different countries, including England, Germany, the Netherlands, and the United States, through different investigations, projects, and research stays, with research stays in Trinity College, Irelan; Vrije University, the Netherlands, and Koln University, Germany. Dr. Pérez is a journal editor and president-elect of the International Association of Research in Learning Disabilities (IARLD).

1books edited

2chapters authored

Latest work with IntechOpen by Celestino Rodríguez Pérez

In the landscape of twenty-first-century education, prioritizing equality, diversity, and inclusion (EDI) is not just important, it is essential for ensuring human dignity. Recognizing and embracing diversity while advocating for inclusivity are fundamental pillars of human rights and progressive education. This book, Inclusive Pedagogy in Contemporary Education, explores diverse pedagogical approaches and global educational strategies that champion inclusion as a broader term within policy and practice. This book navigates the convergence of pedagogical theory, technological advancements, and inclusive methodologies. It serves as a guide for educators and practitioners committed to advancing inclusive education within academic contexts, both now and in the future.

Inclusive Pedagogy in Contemporary Education

Inclusive Pedagogy in Contemporary Education

Edited by Celestino Rodríguez Pérez

Chapters authored

Attention Deficit Hyperactivity Disorder (ADHD) and Writing Learning Disabilities

By Celestino Rodríguez, Paloma González-Castro, Rebeca Cerezo and David Álvarez

Part of the book: Learning Disabilities

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

By Patricia García‐Redondo, Trinidad García, Debora Areces, Pablo Garmen and Celestino Rodríguez

In recent years, there has been much research into the possibilities offered by digital tools for intervention in learning disabilities. The most recent studies have found that these tools can have positive effects on diverse aspects of learning, such as the acquisition of reading, writing, vocabulary and mathematics, as well as improvement of executive functioning and behavioural control skills. Despite the results showing the positive effects of using digital tools for students with learning disabilities, it remains necessary to widen their use in areas such as identification, assessment and intervention as early as possible. Within the current chapter, the application of the conceptual framework of multiple intelligences to the design of educational video games is proposed to facilitate diagnosis and improve intervention success in cases of learning disability. In this regard, a proposed novel tool is presented that may be used for the evaluation and intervention for students with learning disabilities.

Part of the book: Learning Disabilities

Related collaborators

Bob Algozzine

University of North Carolina at Charlotte , United States of America

George Mouzakitis

Rebeca Cerezo

University of Oviedo , Spain

Katsumi Watanabe

Tokyo Institute of Technology , Japan

Paloma Gonzalez-Castro

University of Oviedo , Spain

David Alvarez

University of Oviedo , Spain

Kiyomi Yatabe

National Institute of Mental Health , Japan

Chi Man Tsui

Hong Kong Polytechnic University , China

Cecilia Wai Ping Li-Tsang

Hong Kong Polytechnic University , China

Grace Lung

Hong Kong Polytechnic University , China