Dislexia: identificação pedagógica e inclusiva e possibilidades de intervenção

Abstract

This study addresses dyslexia, a learning disorder that affects reading and writing in children and adolescents. The main objective is to analyze the role of teachers in the early identification of dyslexia and investigate intervention strategies. Dyslexia is a complex disorder with multifactorial causes, including genetic and environmental factors. Its consequences on children's academic and social lives are profound, affecting self-esteem and school performance. Detecting early signs is essential to provide adequate support. Teachers play a central role in the identification, referral, and support of children with dyslexia. Specific teaching strategies, such as multisensory approaches, are crucial to improving reading skills. Proper teacher training is essential. The research uses a qualitative approach and an extensive literature review. The results highlight the importance of early identification, the critical role of teachers, and the need for personalized teaching strategies. In conclusion, this study contributes to the development of public policies and the training of qualified teachers to deal with dyslexia, promoting inclusion in regular schools and ensuring equitable educational opportunities.