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Publication
Dislexia
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.25 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Sabe-se hoje que as repercussões da dislexia vão muito além da leitura e da escrita.
Trata-se de uma problemática que afeta o desenvolvimento harmonioso do aluno e
mobiliza aqueles que o rodeiam a saberem mais, por forma a ajudá-lo a ultrapassar as
suas dificuldades. Felizmente, cada vez mais, surgem estudos e materiais que, de
alguma forma, servirão para minimizar os obstáculos inerentes à dislexia.
Neste sentido, o objetivo fulcral do presente trabalho foi reconhecer a
importância do trabalho conjunto dos vários intervenientes educativos na superação da
problemática da dislexia. Para tal, após uma revisão inicial da literatura alusiva ao tema,
foram aplicados questionários aos professores e aos pais de alunos com dislexia do
Agrupamento de Escolas de Gouveia, os quais foram devidamente analisados.
Os principais resultados revelaram que os professores têm conhecimentos
teóricos e técnicos satisfatórios sobre a dislexia, que, potencialmente, lhes permitem
realizar um bom trabalho de remediação das dificuldades inerentes à problemática.
Contudo, estes consideram ter fracos meios para fazê-lo, sobretudo no que diz respeito à
carga horária, demasiada para prestar apoio pedagógico personalizado aos alunos. A isto
acresce a agravante de o diagnóstico dos discentes ser, normalmente, tardio, o que
dificulta em muito uma intervenção com efeitos positivos. Ainda assim, os pais estão
satisfeitos com a intervenção da escola junto dos seus educandos.
Será, então, de extrema importância que estes intervenientes no processo de
ensino e aprendizagem se unam em benefício dos alunos disléxicos.
It is now known that the effects of dyslexia go far beyond reading and writing. This is an issue that affects the harmonious development of students and mobilizes those around them to learn more in order to help them overcome their difficulties. Fortunately, there are more and more studies and materials available, which will somehow serve to minimize the obstacles inherent to dyslexia. In this sense, the key objective of this study was to recognize the importance of the joint work carried out by the various educational stakeholders in overcoming the problem of dyslexia. To do this, after an initial review of the literature alluding to the subject, questionnaires were given to teachers and parents of students with dyslexia in Gouveia Group of Schools and they were later subject to careful analysis. The main results revealed that teachers possess satisfactory theoretical and technical knowledge on dyslexia, which potentially allows them to undertake remedial work to tackle the difficulties inherent to the issue. However, these professionals consider they have weak means to do it, especially due to their workload, which is too heavy to provide students with personalized learning. Moreover, the diagnosis of this condition is usually late, making it difficult for an intervention with more positive results. Still, parents are satisfied with the school's intervention with their children. Thus, it becomes of utmost importance that all the parties involved in the process of teaching and learning work together for the benefit of dyslexic students.
It is now known that the effects of dyslexia go far beyond reading and writing. This is an issue that affects the harmonious development of students and mobilizes those around them to learn more in order to help them overcome their difficulties. Fortunately, there are more and more studies and materials available, which will somehow serve to minimize the obstacles inherent to dyslexia. In this sense, the key objective of this study was to recognize the importance of the joint work carried out by the various educational stakeholders in overcoming the problem of dyslexia. To do this, after an initial review of the literature alluding to the subject, questionnaires were given to teachers and parents of students with dyslexia in Gouveia Group of Schools and they were later subject to careful analysis. The main results revealed that teachers possess satisfactory theoretical and technical knowledge on dyslexia, which potentially allows them to undertake remedial work to tackle the difficulties inherent to the issue. However, these professionals consider they have weak means to do it, especially due to their workload, which is too heavy to provide students with personalized learning. Moreover, the diagnosis of this condition is usually late, making it difficult for an intervention with more positive results. Still, parents are satisfied with the school's intervention with their children. Thus, it becomes of utmost importance that all the parties involved in the process of teaching and learning work together for the benefit of dyslexic students.
Description
Keywords
Dislexia Disortografia Perturbação da leitura e da escrita Dyslexia Dysorthographia Reading and writing disorders.