DYSLEXIA IN THE EDUCATIONAL CONTEXT

Abstract

Learning disorders have gained increasing prominence in the school environment and a large number of students are diagnosed with learning disabilities, directly reflecting academic performance. Dyslexia is characterized as a learning disorder that encompasses difficulties in reading, writing and spelling, and may be one or more combinations. The individual has difficulties in decoding the written stimulus or the graphic symbol. And one of the main characteristics of this disorder is impairment of the ability to learn to read and write with conformity and fluency, implying also in the interpretative and comprehensible question of texts. It is one of the most frequent disorders in the school context. The earlier the referral is identified and performed, the greater the development of the individual. The educator must be attentive to the difficulties of the students, from the beginning of literacy, leading to strategies that allow a more concrete and meaningful learning, allowing the student with dyslexia to appropriate writing and reading through a differentiated methodology that facilitates learning. The article discusses Dyslexia in the educational context, highlighting the importance of the teacher's performance during teaching practice, and becoming relevant to teachers working with children who present the disorder, so that they can provide appropriate methodological referrals in order to contribute to and facilitate student learning. The article was guided by a bibliographical review about the theme "Dyslexia in the educational context", describing relevant points to the theme, through available books and literature, addressing concepts, classifications and characteristics.