Dislexia na escola: inclusão no ensino regular e possíveis intervenções pedagógicas nos anos iniciais

Abstract

This work aimed to discuss the specific learning disorder, known as dyslexia, at school. To this end, two important aspects were addressed: the process of including dyslexic students in regular education, and the possible pedagogical interventions that can be worked on with these students in the initial years, in order to assist them in their learning process. In the theoretical foundation, we sought to understand what dyslexia is through the available literature, to know the laws and documents that guide and support the process of inclusion of students diagnosed with dyslexia in regular education and to identify possible interventions that can help them in their learning process. school development. This study presents a qualitative methodology, using the bibliographic research technique, in order to review and analyze the existing bibliography on the topic. The analyzes were carried out on qualitative work, based on the theoretical framework previously constructed. For analysis, 7 works were selected, including doctoral theses and master's dissertations published between 2019 and 2023. The works considered eligible for this research were those that carried out data collection with structured interviews and documentary research. The research results revealed that teachers' knowledge about dyslexia is superficial, making it difficult to construct lesson plans and prepare activities, as well as in the process of including these students in regular education.