CHILDREN WITH DYSLEXIA & EDUCATIONAL CONTEXT

Children with Dyslexia and Current Educational Context

Children with Dyslexia and Current Educational Context

Introduction

Dyslexia is the language based learning disability which has been originated in the brain, thus producing the difficulty with accurate, spelling, writing and fluency word recognition and with the ability for deciphers key concepts. It is the most significant feature for reading spelling and writing learning disorders. People who suffer from dyslexia are often very gifted and bright in areas that they do not require language skills like the arts and sciences, even in the computer skills.

Many scientific studies have identified factors gene involved in the etiology of dyslexia. However, this reading disorder remains highly dependent on the socio-linguistics: in particular, dyslexia is much less debilitating that language is more transparent. Thus, the dyslexic children who must master the language as transparent as Italian or Spanish read most often without error, their disorder is essentially a slow reading. In contrast, dyslexics are many errors (deformations words) in more opaque languages ??such as English or French, which affects both the accuracy and reading time (Ziegler, 2003, 169-193).

However, the concept of dyslexia child is still in debate. Whilst the vast majority of scientists are in general agreement to recognize its biological origin, according to some experts, particularly in France, it represents mediatization excessive issues both educational and psycho-social.

Discussion and Analysis

This genetic disorder occurs regardless of educational background, social or psycho-emotional development of children. Context plays an important role in the expression of the disorder, but is not the source of difficulties. Dyslexia has been recognized as a developmental disorder of scholastic skills by the World Health Organization in 1991 which estimated that it affects 8 to 12% of the population 5 to 15% of children.

Dyslexia has a serious personal and social implications, as it prevents the enrichment and conceptual patterns that a person is integrated into society as responsible and aware citizen.The promotion of dyslexic children should go beyond mere spelling aids. Only if young dyslexics receive comprehensive support, they can realize their potential in the same services (Portwood, 2000, Pp.100-124).

Study Objective

In order to deepen the dyslexic child's educational setting the overall objective of the study was to investigate the diagnostic, therapeutic and educational, analyzing the interconnection of family, school and therapeutic.

As expressed by authors like Jones (2004) it is essential that the psychologist knows the perceptions that people have about the difficulties that affect them, to the point that one of the tasks that are attributed to this professional educational institutions.

Grigorenko (2001) have also taken the study of the perceptions and representations of parents and teachers in general basic main objective of study to achieve effective partnerships between families and schools.

According to Jones (2004), addressing the dyslexic child study and teaching environments, from this perspective as complex, requires great effort and ingenuity methodology on two fronts: the procedures and instruments to collect information and the techniques used to perform data ...