It is our mission as humans to pass our knowledge to the upcoming generations. However, we tend to forget that we are all different and information can be hard to obtain. On this page you can check out the strategies we followed to make our information accesible to a broad audience.
"There is a lack of real investment in science so that anyone can be a scientist."
Access to take part in Science, Technology, Engineering and Mathematics (STEM) is and has been a privilege. Although it is a universal right mentioned in the Universal Declaration of Human Rights, there are currently many barriers that prevent anyone from participating in science. This limits scientific development. Diverse teams can generate new research questions and offer different approaches to problem solving. But, barriers such as gender, language, ethnicity, and socioeconomic status are preventing everyone from having the opportunity to get involved in the scientific community. Most importantly, we cannot achieve a sustainable world if there are people who do not have the opportunity to build a better life.
One of the first steps for more people to have the opportunity to get involved in science is free access to the knowledge generated. The teaching, dissemination and communication of scientific results is not complete if it does not reach all groups. And, although the aim is to make scientific results more and more accessible to everyone, there is still a long way to go.
That is why this year we sought to sow a seed to achieve a scientific revolution. A community where science is promoted with diversity and inclusion.
We analyzed what are the main barriers in our community to get involved in the scientific community and investigated which groups of people were the most isolated. Besides, we approached the groups to design inclusion strategies that were respectful of their cultures and values. We sought to generate a strategy that would be truly useful and have an impact.
Below you can read about how we seek to expand access to science to different communities. And with this, contribute to the achievement of Sustainable Development Goal 10. This action can raise overall incomes and improve the quality of life of entire populations.
Developing strategies that promote equal opportunities to participate in science contributes to Sustainable Development Goal 10.
STEM is a key driver of innovation, economic growth and social progress (Inter-American Development Bank, 2022). Seeking equal opportunities for all to be part of the STEM community contributes to SDG 10 target 10.1. This action can raise overall incomes and improve the quality of life of entire populations.
Due to its geographic location and diverse relief, Mexico has a great diversity of ecosystems, ranging from the highest mountains to deep seas, from deserts and coral reefs to cloud forests and coastal lagoons (Baez, 2022). However, Mexico does not only have a great diversity of ecosystems. Our country is home to a wide variety of ethnic groups. Within the entire Mexican population, more than 10% belong to an indigenous community, equivalent to 28 million people (Sistema de Información Cultural, 2022). The state of Chihuahua alone (where we live) is home to 4 different ethnic groups: Tarahumara, Northern Tepehuanes, Pimas and Guarijos (Luna & García, 2014). Chihuahua is also home to the Mennonite culture. These different cultures converging in our state make us a multicultural region, a state where the coexistence of the three cultures drives economic, social and cultural development.
Figure 1. Different ethnicities in our reigion.
However, educational opportunities are not equal for different cultures. In Mexico's indigenous communities, the coverage and provision of quality education are still pending issues. The educational backwardness of the indigenous population is due to various structural causes. One of the main ones is the lack of an adequate bilingual educational offer for indigenous children and adolescents (UNICEF Mexico, 2019). To end this barrier, we set ourselves the goal of generating scientific material in the native indigenous languages most widely spoken in our state. And thus create a friendly and accessible scientific environment for the Mexican population.
Wir sind und denken anders. Dies ist der Fall bei Religion, Sprache, Familienerziehung, der Bedeutung, die wir der Arbeit geben und traditionellen Festen. Wichtig ist uns zu kennen.
Text in German
We are and think differently. This happens in religion, language, family upbringing, the meaning we give to work and traditional festivities. The important thing is to know each other in order to respect each other.
Tamujé ko ju alí iséni náta chirika ju mápu alíti. Onolúame bichíki, échi benéli mápu rekáti retémika eperé, natéami niráka échi nóchali, alí mápu rekáti omáwa, natéami niráka machisa re tamó abóni riwika regá.
Text in Rarámuri
In order to achieve a respectful approach and generate an effective strategy for their inclusion in the scientific community, we began to learn more about the different cultures of our state. We visited the Museo de la Ciudad, located in Cuauhtémoc Chihuahua where they show each of the cultures that converge in the region, and show the importance that this coexistence and diversity has had for our state.
Our goal was to generate friendly educational material in the most spoken native languages of our state. We generated a comic book for children in elementary school. Also, we developed a small manual with basic concepts to learn more about biotechnology and synthetic biology. Our target audience was teenagers and adults.
To translate the material we worked hand in hand with the Chihuahua Institute for Adult Education (ICHEA). This organization guarantees that young people and adults in educational backwardness can finish their basic and quality education. We attended several meetings with Gabriela Baquera, Head of the Educational Services Department, and Alfredo Ramirez, Head of the Indigenous Project. They were very enthusiastic about the project. Also, they gave us feedback to change the materials to make it more user-friendly and attractive.
Gabriela and Alfredo mentioned to us that indigenous languages are created according to the environment. That is why many of the concepts we wanted to communicate did not exist in indigenous languages. Yet, Alfredo mentioned that it is not fair to deprive them of this information. So he proposed to explain each of these words that had no translation. So that anyone could understand it.
Both were excited about the project, they told us about the importance of the inclusion of indigenous peoples in contemporary issues. And above all, they told us how important it was that the approach be respectful of their culture and be open to hearing their opinions and how much they also have to contribute. Their enthusiasm was such that we continued collaborating.
Once we implemented Alfredo and Gabriela 's feedback. Francisco Cruz Perez and Lorena Javier Sanchez, who are also part of the institute, were very kind and supported us with the translation of our materials to indigenous languages from our state such as Raramuri and Odami. You can see the materials in the buttons below.
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In addition, they were very kind and enthusiastic and helped us to implement these materials in their study groups. These study groups are part of the Modelo Educación para la Vida y el Trabajo (MEVyT) Indígena Bilingüe (MIB) program. The MIB model is the bilingual educational component that teaches in the indigenous mother tongue.
We had a virtual training meeting with the bilingual instructors of the MIB model about the materials of the municipality of Guachochi. Guachochi is a municipality located in the Sierra Tarahumara in the state of Chihuahua. Study group leaders from the municipality of Guadalupe y Calvo were unable to attend because the internet does not reach that municipality.
The instructors from the municipality of Guachochi were very enthusiastic about the project to include the indigenous community of our state in science.
They told us about the importance of generating educational materials in native languages. They mentioned that these materials facilitate learning and access to information for many indigenous people who only speak native languages. In addition, this type of activities help more indigenous people to have the opportunity to join the scientific community, since for many of them these materials are a first approach to science.
The institute supported us with the distribution of the manual in the Sierra Tarahumara, specifically in the municipalities of Guachochi and Guadalupe y Calvo. The instructors implemented the material as supporting readings for the study groups of the MIB programs.
Figure 2. People with our manuals.
At the same time, we are trying to reach out to Mennonite educational institutions. However, due to their culture and beliefs, we were not able to distribute our material within the institutions. We respect their cultural decisions and their worldview, so we decided not to continue insisting.
In science, as in many aspects of life, women have been relegated to a secondary position
Figure 3. Percentage of women working in STEM areas at Mexico.
Gender gaps reduce the possibilities for innovation and new perspectives to address current and future challenges. We must free ourselves from prejudices and recognize the true potential of girls and women in science. This is why we decided to organize, together with the biotechnology student society of Tecnológico de Monterrey, a panel on the life of women engineers and the challenges they have had to go through throughout their lives to encourage those women who want to study engineering. At this event we heard the experience of inspiring women in engineering. They shared with us the main challenges they face being part of the field. This with the aim of inspiring girls and teenagers to study a STEM career.
We also participated in the Women Leading STEM event, where each of the team members spoke about her experience as a member of iGEM and how she approached science. This event was held at the Tecnológico de Monterrey campus Chihuahua with the objective of sharing the story of women iGEMers and ex-iGEMers on our campus. And through this visibility invite more girls to be part of the STEM community.
The Science, Technology, Engineering and Mathematics (STEM) disciplines have long suffered from a lack of diversity (Wanelik et al., 2020). There are many characteristics or situations that make it difficult for everyone to have an equal opportunity to participate in the scientific community. Often these barriers are even greater in early stages of life, such as childhood and adolescence.
Childhood is one of the stages of life in which we are curious little scientists seeking to explain the why of things. However, we know that different circumstances limit children's right to access science. In our country, one of the main barriers to access to science is socioeconomic status. Of the nearly 40 million children and adolescents living in Mexico, more than half live in poverty and 4 million live in extreme poverty (UNICEF, 2018). This makes it difficult for them to have a first approach to science, and often limits access to a scientific career.
We believe that we must join efforts so that all children, regardless of their economic condition, can have this approach to science. That is why we set ourselves the goal of carrying out activities that bring children closer to scientific thinking. To achieve this, we approached the social service department with the teacher Hortensia Otriz, who helped us to contact foster homes and low-income schools in our city. In addition, she gave us feedback on our activities and guided us so that our approach with the children would be ethical and beneficial.
Teacher Hortensia was very enthusiastic that we were looking to create scientific spaces for children in vulnerable situations. In addition, she asked us to consider the ages of our audiences and to consider that in the foster homes we might have groups of girls of a wide range of ages with different needs each. She also stressed the importance of being ethically aware of the situations of the girls we would be working with, especially so that our content would appeal to the children.
We had the opportunity to be present at the foster home "Unidas por amor". The organization takes responsibility for girls who have difficult familiar situations. We had 30 girls from 8-16 years old see our presentation on Synthetic Biology. After that, we played the hangman game and we were thrilled that the girls remembered the terms discussed before. And to finish our visit, we read them our comic and gifted one to every girl so they could color it. We reviewed the main points of the story with them. We wanted to clarify any doubt remaining. We also mentioned that our comic story is based on our project Agrocapsi and invited them to pursue a future in STEM areas.
In addition, we attended the CENITRAD foster home. We were able to learn together to 60 girls. This allowed them to have their own opinion about Synthetic Biology. We as well as perform the hangman dynamic to promote their fast thinking. It was great to see how the girls retained the information and seemed to enjoy it. We also read our comic and gifted one to each girl, for them to color it.
Science should be accessible to everyone. Every person should have the possibility to be a scientist. However, education in Mexico has many areas of opportunity. In Mexico, only 17% of the population manages to study at university due to barriers (OECD, 2016). Hearing impairment has been a problem at all educational levels due to the lack of teacher training and limited educational material.
One of the interpreters of the Mexican Sign Language Institute of Chihuahua told us that it is a challenge for non-hearing people to attend college. First of all, neither the professors nor the students are trained to attend to a student with this disability.
She told us that the institute is looking for interpreters to accompany non-hearing people to school. But not all teachers are willing to adapt their classes to facilitate the learning of their students. They also told us that, as in the case of indigenous languages, Sign Language is constructed based on the environment. Therefore, many times there are no signs for technical concepts. The interpreters of deaf students often invent signs to refer to new concepts, but they are usually signs that only those two people understand.
We adapted our didactic material and generated educational videos with a sign language interpreter about science and synthetic biology. We had a meeting with the Instituto de lengua de señas to validate our idea and receive the necessary feedback so that our material would take into account all the needs, such as the size of the video of the person who is translating. We talk about DNA and synthetic biology, plastic-eating bacteria, and insulin. The videos were uploaded to our youtube channel and Facebook.
Also, you can watch our videos in Mexican Sign Language below.
Figure 4. Informative video with LSM included.
One of our goals to make science more accessible to all is to present the results in a way that is more accessible to all.
It is estimated that around 1 out of 7 people get classified as neurodivergents (The University of Edinburgh, 2020). This term refers to the fact that information is absorbed differently than the majority. Neurodivergent people tend to struggle when navigating through the internet. This is due to the suffocating advertisers, unclear images and complex writing.
There exists material designed to be inclusive with these affections. Nonetheless it is not very popular or used, neither in entertainment or scientific pages. This lack of inclusivity makes it tougher for neurodivergents to feel comfortable in STEM areas. That's why we applied some strategies that we found could help into making online navigation easier. In addition, we have sought to follow the Web Content Accessibility Guidelines (WCAG), in order to make the experience of those who read our wiki as good as possible.
Below you can read how we aim to make our wiki more friendly for people with different types of neurodivergence and visual impairments.
Color is a very important part of our daily activities. It gives us nonverbal information about what is going on in the world around us. When transmitting scientific information (especially in Figures and graphs) the correct visualization of data is indispensable. Let's see an example: imagine that you have to interpret the following heatmaps.
Figure 5. Heatmap in green and red colors seen as a person with trichromatric vision (left) and seen as a person with dichromatric vision (right). Made using Coblis — Color Blindness Simulator
It seems hard or even impossible to analyze the heatmap of the left. Incredibly they are the same graphic, however the one on the left is an example of how a person with color blindness (specifically protanopia) would see that figure. This can lead to an incorrect interpretation of the data. That is why it is important to design the content we communicate from the perspective of our readers.
These condition is more common than we think. Approximately 8% of the population has some type of color blindness (Wang et al., 2020). This condition makes it hard for people to distinguish certain colors. It occurs because color cone cells don't work or detect different colors. There exist 6 different types of daltonism: 3 affect red-green , 2 affect blue-yellow and 1 is complete color blindness.
The first step in making our wiki color blindness friendly was to select a color blindness friendly color palette. After selecting the color palette we check the contrast between each pair of colors used. For this we use the online tool designed by webaim.org. In addition, we checked that they were distinguishable in different filters that simulate different types of color blindness.
Figure 6. iRNAldos seen on different colorblindess filters. Made using Coblis — Color Blindness Simulator
In addition to selecting a color blindness friendly palette, we have put a double differentiator. For example, the links are not only in a different color, but also in bold.
Neurodiverse individuals face a lot of societal barriers that lead to disability as there is rigidity in the perception that being neurodiverse puts you at a disadvantage compared to everyone else, when often this would not be the case if there was more understanding of the matter.
To break down these barriers, and to ensure that neurodiverse people have an equal opportunity to integrate into the scientific community, we have implemented some strategies to make our wiki more accessible. To achieve this, we are seeking feedback from different stakeholders such as neurodivergent people in the area of science and experts in education for people with disabilities. We also hope that it will serve as an example for other teams and scientists to implement it.
Below you can read more about the strategies we used and how interactions with experts in the field and neurodivergent people helped us to make our wiki more accessible.
Some people have a hard time reading due to dyslexia, and it can get harder when it's online. People with this neurodivergence tend to mix letters when writing, reading and talking (Zuppardo et al., 2020). When reading, it happens because letters like b, d, p and q are the same trace, it's only the orientation that changes.
That's why we investigated how we could make our wiki more readable for people with dyslexia. Luckily we found a special font that differentiates all the letters: OpenDyslexic font. It is designed for dyslexics; to make it easier for them to visualize the information. The trick is that all the letters are different, they have thinner and thicker edges. This helps the brain to see them as different things and not switch them so much.
This led to the implementation of a switch that adapts the entire wiki to this inclusive font. This way we can portray our style but also give the opportunity of using this tool. You can find the switch on the superior right corner in the menu bar!
A. Vidal is a 21-year-old college student. She has had dyslexia since she was in elementary school. Since her diagnosis, she started to use a bracelet to help her distinguish between left and right. Also, it´s common for her to confuse the letters “d” and “b”. Thus, she has to remember how she writes her name to distinguish it. During our interview, she admitted that this represents an obstacle to accessing information. While surfing the web, the most common problem she encounters are pages filled with big paragraphs, little spacing, and small text size. When we showed her our dyslexia switch, she encouraged our work by saying how helpful it is and that she finds it very effective.
Lic. S. Castillo is a USAER (Regular Education Support Service Unit, in spanish) director. This institution supports students with disabilities, outstanding abilities, and learning difficulties. During our interview, she explained how people with neurodivergence experience more obstacles in their education and daily life. Nonetheless, they prefer to see these obstacles as challenges the student and teacher work together to overcome. they use visual supports to help students with dyslexia distinguish between letters, such as “d” and “b”. When we showed her our proposals for a dyslexia-friendly switch she showed great support and approval.
In the button below you can find the code to implement this switch in your own web page. Any team can feel free to use and implement it.
<html>
<body>
<style>
.oval {
width: 60px;
height: 35px;
border-radius: 40px;
}
.switchOn {
position: absolute;
left: 100%;
}
.switch {
position: relative;
display: inline-block;
width: 60px;
height: 34px;
}
.switch input {
opacity: 0;
width: 0;
height: 0;
}
.slider {
position: absolute;
cursor: pointer;
top: 0;
left: 0;
right: 0;
bottom: 0;
background-color: #ccc;
-webkit-transition: 0.4s;
transition: 0.4s;
}
.slider:before {
position: absolute;
content: "";
height: 26px;
width: 26px;
left: 4px;
bottom: 4px;
background-color: white;
-webkit-transition: 0.4s;
transition: 0.4s;
}
input:checked + .slider {
background-color: #b39600;
}
input:focus + .slider {
box-shadow: 0 0 1px #b39600;
}
input:checked + .slider:before {
-webkit-transform: translateX(26px);
-ms-transform: translateX(26px);
transform: translateX(26px);
}
.slider.round {
border-radius: 34px;
}
.slider.round:before {
border-radius: 50%;
}
</style>
<label class="switch">
<div class="oval" id="oval">
<input class="switchOn" type="checkbox" id="dyslexiaBt" />
<span class="slider round"></span>
</div>
</label>
<script>
function completeNav() {
//This function goes in the nav bar as 'onmousemove="completeNav()"'
if (window.localStorage.getItem("dyslexiaBool") == "true") {
document.getElementById("dyslexiaBt").checked = true;
document.head.style.fontFamily = "OpenDyslexic";
document.body.style.fontFamily = "OpenDyslexic";
document.getElementById("oval").style.background = "#B39600";
document.getElementById("dyslexiaBt").classList.add("switchOn");
} else {
document.getElementById("dyslexiaBt").checked = false;
document.head.style.fontFamily = "TrebuchetMS";
document.body.style.fontFamily = "TrebuchetMS";
document.getElementById("oval").style.background = "grey";
document.getElementById("dyslexiaBt").classList.remove("switchOn");
}
}
const dyslexiaBtn = document.getElementById("dyslexiaBt");
dyslexiaBtn.addEventListener("change", (e) => {
document.getElementById("dyslexiaBt").classList.toggle("switchOn");
if (e.target.checked === true) {
var isDyslexia = true;
window.localStorage.setItem("dyslexiaBool", isDyslexia);
console.log(window.localStorage.getItem("dyslexiaBool"));
document.head.style.fontFamily = "OpenDyslexic";
document.body.style.fontFamily = "OpenDyslexic";
document.getElementById("oval").style.background = "#B39600";
}
if (e.target.checked === false) {
var isDyslexia = false;
window.localStorage.setItem("dyslexiaBool", isDyslexia);
console.log(window.localStorage.getItem("dyslexiaBool"));
document.head.style.fontFamily = "TrebuchetMS";
document.body.style.fontFamily = "TrebuchetMS";
document.getElementById("oval").style.background = "grey";
}
});
</script>
</body>
</html>
Our goal is to make a wiki that's accessible and understandable for as many people as we can. This includes those who suffer from autism, ADHD or are not English native speakers.
To achieve this, we approached neurodivergent individuals and experts to learn about the main barriers they face, and to plan and validate the strategies that would be used.
L. Elizondo is a USAER special education teacher. USAER seeks to transform Basic Education schools into Inclusive Schools. She gave us feedback about the main challenges and barriers faced by neurodivergent students. From her perception one of the biggest challenges for neurodivergent people when getting involved in scientific topics (mainly researching in digital media) is getting lost with so much information and this leads to frustration and low tolerance for not knowing how to handle the information.
To address this, we used plain language during the entire wiki. The point of using plain language is to have an understandable, easy and complete text. It avoids using elaborated sentences, passive voice, unneeded words and complex paragraphs.
To make sure we were doing it right, we used the free writing platform "Hemingway editor". This program indicates when you are writing out of this style and suggests corrections. This is a great platform to which everyone has access since it's open to the public.
As a bonus we included the definition of the complex or scientific words we used in our wiki. This makes it faster to understand the reading and clarify possible doubts. In addition, this can help people who do not speak English at fluent level to understand better. To test it you only need to hover the cursor over the words in bold and highlighted with color.
Figure 7. Example of how complex words include their definition.
Lic. S. Castillo is a USAER (Regular Education Support Service Unit, in spanish) director. She told us that one strategy they use in people with ADHD and learning disabilities is to give instructions in a specific, clear and concise manner. Additionally, she considered the implementation of the flat language and definitions very useful. In addition, she suggested that we use diagrams and visual resources, as we do not all learn and process information in the same way.
Before, and while developing our website we approached different people to receive feedback about the strategies we are using. Below is a summary of what they told us.
Pedro Rodríguez
Pedro is a guy that found out since preschool that he had daltonism. He was diagnosed with Deuteranopia. He had to make some changes like buying pencil colors that had the name of the color written on it so he could learn how to differentiate between them. Today he is a grown man that studies mechatronics and still has a hard time because a lot of things are color coded.
He has a hard time differentiating between purplish bluish hyperlinks wrapped within the text because he doesn’t distinguish those colors. It has happened to him to enter the same hyperlink multiple times for the lack of differentiation.
As a feedback he told us he likes that the colors appropriately accentuate between themselves and he doesn’t have a hard time differentiating them. Also he doesn't have trouble with the hyperlinks because they are clearly separated. He likes that line spacing is wide, the use of elements as very enhanced subtitles and the presence of vignettes. “This makes the information easier to digest”
Carlos Mercado
Carlos knew from a young age he had ADHD. He had to make some changes as medication, therapies and an extra effort on doing daily tasks. Nowadays he says to have a normal life, with almost no difficulties. He doesn’t have a real hard time navigating on the internet but he’d like to remove the advertisements or irrelevant images from web pages. He also likes when there are visual aids, it helps him understand the information easier. He doesn’t believe that ADHD is a barrier to access to science or information sources but it does require him to give extra dedication and attention to them.
As a feedback he tells us he likes the design, he likes that we included the definition of hard words within the page and that in general he thinks it’s organized and non confusing with similar types of titles.
Giuliana Herrera
Giuliana Herrera is an 18 year old young woman with attention deficit and hyperactivity. During kindergarten she was diagnosed and prescripted with medicines. Nowadays she is able to control without the need of medication.
He has a hard time differentiating between purplish bluish hyperlinks wrapped within the text because he doesn’t distinguish those colors. It has happened to him to enter the same hyperlink multiple times for the lack of differentiation. Some things that are difficult for her while navigating through a website is that most of the time the information is not interactive, that is why she prefers websites that are practical and with visual support the better understand the information. When she crosses with a saturated website she prefers looking somewhere else. She considers a good website should have all the information at hand and with references because when she finds the topic interesting she prefers to indulge more on the topic.
As a feedback she told us she likes the web page. She thinks that it is very important the use of a biggest font. Also, she said it was very important that we were thinking about including different types of thinking and ways of learning.
Throughout the development of our project we have learned that diversity in science is critical to reach excellence. Progress in problem solving usually comes from seeing the problem from different perspectives; it is the sum of experiences, insights, ideas and talents that leads to successful projects in science. In addition, diverse research groups generate different research questions, and above all generate different solutions. It is essential to seek the inclusion of groups that are currently underrepresented in science. And inclusion is not that they adapt to our world, but that we adapt to their needs. Inclusion is seeing the needs of others, respecting and understanding their differences.
Without inclusion in the scientific community, it is impossible to build a more just, sustainable and well-developed world.
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Inter-American Development Bank. (2022). IDB Lab and WeXchange Launch New Call to STEM Women Entrepreneurs. Retrieved from https://www.iadb.org/en/news/idb-lab-and-wexchange-launch-new-call-stem-women-entrepreneurs
Luna, J. M., & García, Y. I. L. (2014). La formación docente en contextos étnicos de Chihuahua. In Miradas históricas a la formación del profesorado en Chihuahua (pp. 97-122). Red de Investigadores Educativos Chihuahua AC.
Sistema de Información Cultural (2022). Directorio de los pueblos indígenas. Retrieved from https://sic.cultura.gob.mx/datos.php?table=grupo_etnico&estado_id=8.
The University of Edinburgh. (2020). Support for neurodiversity. Retrieved from: https://www.ed.ac.uk/equality-diversity/disabled-staff-support/neurodiversity-support
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Wanelik, K. M., Griffin, J. S., Head, M. L., Ingleby, F. C., & Lewis, Z. (2020). Breaking barriers? Ethnicity and socioeconomic background impact on early career progression in the fields of ecology and evolution. Ecology and Evolution, 10(14), 6870-6880.
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Zuppardo, L. , Rodríguez Fuentes, A. , Pirrone, C. y Serrano, F. (2020). Las repercusiones de la Dislexia en la Autoestima, en el Comportamiento Socioemocional y en la Ansiedad en Escolares. Psicología Educativa, 26(2), 175 - 183. https://doi.org/10.5093/psed2020a4
