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).

Celestino Rodríguez Pérez

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.

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