Dear Colleagues,

International classifications of mental disorders in the diagnosis of Learning Disabilities (LD) establish that they are not the result of disabling conditions although they may present concurrently with other disabilities. Consequently, people who have a disability may show limitations in the learning process, professional or social development. These disorders are understood as intrinsic to the individual, assumed to be due to a dysfunction in the central nervous system, and may occur anytime throughout the life cycle. However, different instruments such as behavioural analysis, neuropsychology tasks, and brain assessment have been developed to assist in assessment. New instruments have been developed to assess specific brain areas related to function of their difficulties. Once the assessment is completed. Learning Disabilities subjects need an intervention that allow them to improve their symptomatology and reach their potential in academic, personal, familiar and social contexts. Previous research has focused on the study of the effectiveness of different neurobiological interventions and treatments. The aim of this special issue is to compile different works on the topic of neurobiological basis in detection and intervention of Learning Disability.

Dr. Celestino Rodríguez and Dr. Marisol Cueli

Guest Editors