DYSLEXIA: AN APPROACH TO ITS IMPLICATIONS IN THE SCHOOL CONTEXT

Abstract

The present study aims to address dyslexia as one of the most significant problems within the teaching and learning system that influences the ability to read, knowledge of words, writing, spelling, as well as the interpretation and understanding of texts and activities that encompass logical reasoning. The present research is justified by the idea of ​​disseminating the information found in the educational context and its main objective is to characterize dyslexia: symptoms, causes, diagnoses and perspectives for interventions by education professionals. The school institution, as responsible for improving the didactic potential of children, must have in its pedagogical and teaching team, qualified professionals who have the ability to provide a diagnosis of dyslexia and learning difficulties, as quickly as possible, directing them to a adequate treatment with specialists and practice pedagogical activities that involve the dyslexic learner. The entire school process must be aimed at guiding students with dyslexia to overcome barriers, in the face of which the educator must have an attitude of receptivity, tolerance, patience, perseverance and propose specific educational projects of assistance and assistance in their development. To this end, we relied on bibliographical research that included analyzes of academic works and authors with in-depth knowledge on the topic. Among the multiple bases for such theoretical immersion, we focused on the following authors, with vast publications and studies in the area, namely: dealing with learning difficulties, in general: Coelho (2016), Paín (1985), Ohlweiler (2016 ); Reading and writing: Solé (1998), Rebelo (1993); dyslexia as a specific learning problem: Shaywitz (2006), Hennigh (2003), Moura, Pereira and Simões (2018).