A dislexia em escolares: contribuições da literatura científicapara professores e familiares

Abstract

Developmental dyslexia is a specific learning disorder of neurological origin, characterized by persistent difficulty in reading. The objective of this work is to discuss how the scientific literature can help teachers and family and identify the developmental dyslexia. The methodological strategy of this study was the integrative literature review. The bibliographical survey was based on an electronic survey andcompilation of articles, gathering knowledge about "the health professional contribution to teachers and families in the recognition of dyslexia", in order to produce an answer to the problem addressed. A total of 11 articles were found and used to compose the sample of this study. After the examination of the literature found, the results were divided into four thematic areas for a better understanding ofthe health professional contributions to the recognition of dyslexia in health services. The areas were: Conceptions of dyslexia; Guidance on dyslexia in educational context; Regarding the treatment of dyslexia; and New possibilities in studies of dyslexia. It was concluded from this study that the concept of dyslexia is extensive and much discussed by some authors. Two discussion areas about dyslexia were found, one related to organic factors and pathology is generated and the other related to social and environmental factors through concepts of heterogeneity andsociocultural differences. This study verified the need of teachers attention in the classroom for an early diagnosis of dyslexia, becoming clear the importance of training teachers to work with dyslexics. It also shows the importance of family orientation regarding dyslexia, by health professionals, familys commitment and the interaction between school and student's family.