The teacher’s role in the early diagnosis of dyslexic children

Abstract

Dyslexia is a specific learning disorder that originates in the brain systems responsible for phonological processing, affecting the domain of language, the ability to symbolize, reading and writing. To date, studies point to dyslexia as a chronic disorder, however, when diagnosed early, multidisciplinary interventions capable of providing better cognitive and intellectual development and, consequently, improving the individual’s quality of life can be carried out. Based on this assumption, the guiding question of this study is: what is the role of the teacher in the early diagnosis of dyslexia? Therefore, the objective was to address this deficiency and present how the teacher can contribute to the recognition and early diagnosis of dyslexic children. For this, a bibliographic research was carried out in the databases of the Virtual Health Library (VHL) and SCIELO and in scientific education journals, scientific articles, books, among others, from which it was possible to conclude that, in order to overcome dyslexia in students, actions that promote early diagnosis and provide the support of qualified professionals must be carried out. For this, education professionals must have adequate training, as well as skills and abilities. Furthermore, it is up to the government to develop policies that encourage and contribute to the early diagnosis of dyslexia and to the continuing education of teachers.