Within framework of the project “Value Added Services in the Greek Network of schools with the Pedagogical Institute, ” ILSP/ “Athena” RC took over the subproject “Software production for identify learning difficulties”. The Subproject’s output was the εΜαΔύς (eMaDys) software which aims at identifying students with potential learning problems. After a proper weighting, evaluation and a review, successful software implementation will indicate whether any student needs specialist staff for further medical-pedagogical assessment. The software implements an automated assessment of some of the first-class gymnasium/high school students' abilities. The skills required for the successful complete software test have been selected as potential indicators of learning excellence with emphasis on elements that make up the typical profile of special learning difficulty in writing. This software is not intended to evaluate knowledge and skills based on analytical school program but to explore cognitive and sensory indicators related to specific learning difficulties. The current form of the software includes eight tests covering a wide range of skills related speech, written and oral;

• Reading speed to measure the reading speed both with text comprehension.
• Correct accurate spelling to evaluate the ability to identify and correct spelling mistakes.
• Simple sound–tone detection to measure inverse acoustic shading with a corresponding reference base without shading.
• Frequency discrimination for the purpose of measuring the resolution in the frequency domain (with reliance on short-term memory for the acoustic representation).
• Sequence repetition in order to evaluate the reproduction capacity of acoustic sequences presented at a rapid rate so their perceptual processing must be completed under time pressure.
• False word repetition in order to verify voice discretion ability and measure phonological memory.
• Image-word identification in order to assess the ability of semantic and morphological clarification of spelling representations.
• Letter memory to measure short-term memory for visual-textual content.
• The visual presentation of the exercises has been kept as simple as possible without any evidence that could attract attention. Use instructions are presented verbally and not in writing so as not to be an additional (and uncontrollable) factor of difficulty. In order to be better understood, they are accompanied by a visual presentation of the desired use-interaction. To keep user’s attention the readiness response method is used, allowing frequent relaxation. The εΜαΔύς (eMadys) software stores each use item in event files. The student’s name or other personal information is not stored in these files. The content of event files should be statistically analyzed after a test application has been completed to provide evaluation indicators and assessment of the reliability of the tests. Also, a user administration application is included to create and manage the database of the students who perform the tests. Finally, a central application is included for the central management and processing of the measure ments taken.