O percurso escolar dos alunos disléxicos

Abstract

Learning Disabilities (LD) refers to a significant discrepancy between academic achievement and what the subject was expected to complete, depending on the age and intellectual level. The very term Learning Difficulties appear, sometimes accompanied by the school term, sometimes it is accompanied by the reading explicitly, the so-called specific difficulties in reading or dyslexia. This disorder is more prevalent among all those that fall within the spectrum LD. In this paper we intend to investigate the educational background of dyslexic students, the type of educational measures which they enjoyed and the importance of this route. It is our aim to understand how dyslexia placed an obstacle to personal fulfillment and professional school students and identify which of its future prospects. In this study we adopted a qualitative research methodology was conducted 41 interviews with guardians of students with dyslexia in two groupings of school in the district of Viseu. The results show, in general, that dyslexia is an obstacle to school progression and has long-term effects, not only with respect to the component school, but also social, affective and emotional. We conclude that all decisions taken during school have implications for further study, including the deductions and the type of support measures available to students who are dyslexic.

Date of Award	3 Jan 2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Célia Ribeiro (Supervisor) & Anabela Carvalho (Co-Supervisor)