Resumo

ROCHA, Maria Angélica Moreira; CABUSSU, Maria Arminda S. Tutti; SOARES, Vitória Galvão  e  LUCENA, Rita. Dyslexia: school inclusion attitudes. Rev. psicopedag. [online]. 2009, vol.26, n.80, pp. 242-253. ISSN 0103-8486.

The aim of this study was to verify the educators and parents' beliefs;regarding the school inclusion of dyslexic pupils, as well as their actions towards this inclusion and how do these pupils feel in the school environment. A set of variables interfere in this process as a result of social-emotional and pedagogical factors that affect the educators, pupils and their parents. These beliefs determine the pedagogical behavior and its practice by the educators; family relationships and the feelings of the dyslexic pupils, Through the application of questionnaires to the school team, parents and pupils; we aimed to analyze these problems. The results showed a discrepancy between the favorable beliefs towards inclusion and the real inclusive attitudes by the educators. The parents believe in the school inclusion system and demonstrated knowledge on the existence of some modifications carried through by the schools; however they were unaware of the differentiated strategies applied to their child. They also perceive that the dyslexia cause a pedagogical disadvantage, emotional insecurity and intervenes with self-image of the dyslexic pupil. The dyslexic pupils feel insecure in the school environment because of their participation in school activities and their low academic performance. Taking all these facts into consideration, one concludes that there is a need of change in the paradigms so that school inclusion is really accomplished.

Palavras-chave : Dyslexia; Neuropsychology; Language disorders; Social desirability.

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