DYSLEXIA IN THE CLASSROOM: PEDAGOGICAL APPROACHES TO THE TEACHING AND LEARNING PROCESS

Abstract

This study aims to analyze how dyslexia interferes with the teaching and learning process. Therefore, it seeks to discuss pedagogical approaches that can assist teachers and schools in addressing this learning disorder in the classroom. Dyslexia is considered a neurobiological learning disorder that primarily affects reading and writing skills. This impairment also impacts the academic performance of children and adolescents, often without being identified in a timely manner. Considering these aspects, the study seeks to understand the characteristics that define dyslexia and the ways in which it manifests itself in educational settings. Based on this premise, the paper discusses pedagogical strategies that have proven effective in supporting students with dyslexia. To achieve this objective, a bibliographic review was conducted, drawing on books, scientific articles, and other publications related to the topic. The findings indicate that the lack of adequate teacher training, combined with the absence of early diagnosis, remains one of the greatest challenges faced by students with dyslexia. It is concluded that continuous teacher professional development, together with inclusive pedagogical practices and collaborative efforts between schools and families, is essential to ensuring a more equitable learning process for these students.