Inclusion, dyslexia, emotional state and learning: perceptions of Ibero-American children with dyslexia and their parents during the COVID-19 lockdown

dc.contributor.author	Forteza Forteza, D.
dc.contributor.author	Rodríguez Martín, Alejandro
dc.contributor.author	Álvarez Arregui, Emilio
dc.contributor.author	Álvarez Hevia, D. M.
dc.date.accessioned	2021-07-26T07:50:55Z
dc.date.available	2021-07-26T07:50:55Z
dc.date.issued	2021
dc.identifier.citation	Sustainability (Switzerland), 13(5) (2021); doi:10.3390/su13052739
dc.identifier.issn	2071-1050
dc.identifier.uri	http://hdl.handle.net/10651/60072
dc.language.iso	eng
dc.relation.ispartof	Sustainability (Switzerland)
dc.rights	© 2021 los autores
dc.rights	CC Reconocimiento 4.0 Internacional
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102573669&doi=10.3390%2fsu13052739&partnerID=40&md5=cbd2e3ecca5124f9a3d751d0e4d7e310
dc.title	Inclusion, dyslexia, emotional state and learning: perceptions of Ibero-American children with dyslexia and their parents during the COVID-19 lockdown
dc.type	journal article
dc.identifier.doi	10.3390/su13052739
dc.relation.publisherversion	http://dx.doi.org/10.3390/su13052739
dc.rights.accessRights	open access
dc.type.hasVersion	VoR

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