The role of parents in schooling of children with specific learning disorder with impairment in reading

• Autor(a) principal: Gonçalves, Alexandra
• Data de Publicação: 2016
• Outros Autores: Ribeiro, Célia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.7559/gestaoedesenvolvimento.2016.342

The Specific Learning disorder with impairment in Reading is characterized by a reading pattern in which we can see, essentially from the first stages of learning, a great difficulty in identifying written words. Being the reading and written skills crucial for learning and for the school success, it is imperative that the diagnosis is done on due time so that the proper educational strategies can be provided. Applied in a systematic and permanent way, they will enable learning and the development of reading and writing skills in students with this disorder. We are aware that parents and Special Education teachers should act as a team and start a planned co-work which will allow the development of strategies that will help the development of autonomy and the sense of responsibility of students with Specific Learning disorder with impairment in Reading. The literature revision that was done points to the importance of regular specialized intervention, with suitable educational measures and the cooperation of parents/guardians.