CONTRIBUTIONS OF NEUROSCIENCE TO INCLUSIVE EDUCATIONAL PRACTICES FOR STUDENTS WITH DYSLEXIA.

Abstract

Dyslexia is a specific learning disorder in the operation of word recognition, affecting reading fluency, compromising comprehension to varying degrees, as well as writing skills, and is one of the factors responsible for school failure and dropout when there is no inclusive educational intervention. Studies prove the effectiveness of the neurobiological understanding of Dyslexia for effective inclusive educational practices, but its adherence in the school environment is still limited. Therefore, this study aims to explore how neuroscience can inform educational strategies for students with Dyslexia. The methodology adopted was a narrative literature review, compiling relevant studies from the last twenty years. Signs, diagnostic criteria and neurobiological markers of Dyslexia were discussed, as well as the consequences for learning and educational practices with a focus on neuroscience. The review highlighted the importance of understanding the deficits in phonological awareness, reading, writing and executive dysfunctions present in the challenges faced by these students. The educational strategies proposed include structuring the environment, predictability, division of tasks and creating an adapted educational environment to promote engagement in learning processes. Finally, the importance of ongoing research to improve educational practices through the contribution of neuroscience is highlighted.

Keywords: Dyslexia. Neuroscience. Inclusive Education