A dislexia na sala de aula: capacitação do professor para identificar e agir diante o aprendizado do aluno

Abstract

This study aimed to analyze the role of the teacher to identify and act on the learning difficulties of students with dyslexia. In the last decades has been considerably growing number of children with some specific learning disorder. Certain teachers are not trained to identify the difficulties of dyslexic students, lack of development and training, therefore, do not recognize the disorder, and if so, how they will proceed in the learning of these students. It is during literacy that appears at first difficulties, the teacher plays an essential role in addressing the student to diagnose, from it the child will exit unable to stigma. So that the information had been made, the questionnaire was applied to 05 teachers working in a private school in Federal District, located in the satellite city of Riacho Fundo II. A qualitative approach with systematic bibliographic review was made. From the data obtained in the study, it is emphasized also be required a long walk to the school to institute the best way to educate with the inclusion, noting that the teacher training will promote better attention to students with dyslexia and not the subjugating as: Unaware, low intelligence, lack of motivation, or even emotional problems.