AS ADVERSIDADES DA DISLEXIA NO PROCESSO ENSINO APRENDIZAGEM

Abstract

This article aims to consider school inclusion and especially the insertion of students with dyslexia into the teaching and learning process. Even though inclusion is increasingly taking place in modern society, it can be said that it is a widely discussed subject, it is an optimization of a proposal that was undertaken in the 60s, which was inclusion, where students with special needs had that adapt to the standards of the context that was introduced, as the society in which we live is not closed and is in continuous transformation, insertion has undergone evolution and we arrive at inclusion, which has as its principle society adapting to serve people with educational needs specials. Education is a right for everyone, but with specific laws for people with disabilities, knowledge is necessary so that it is truly understood and respected as a reciprocal process where everyone can benefit and learn beyond differences. There are several barriers to the inclusion process and overcoming disability stereotypes is a challenge, the teacher must enable this link between those involved, focusing on the student's development, articulating this scenario, presenting forms of coexistence that make citizenship and full development of the human being.