Dyslexic people need their teachers to be knowledgeable about the subject for their learning can be effective. The "spelling, writing and reading area learning disorder", as defines by the Dyslexia Brazilian Association (DBA), does not impede learning, as it is not an impairment; but teachers should take some differentiated attitudes. This case study aims to contribute, mainly, to the teachers of regular schools with some recommendations and suggestions for their daily lives, for example how to evaluate, how to know whether the pupil is understanding or not, and the best type of material for a dyslexic student. English classes and activities, besides the manner as the teacher used to deal with a 9th-grade dyslexic student, the only participant, were analysed. We have also observed, as observation was the chosen method of data collection, whether the Pedagogical Coordinator has provided some direction to the educator to develop her work along with the pupil. We confirmed, at the end of this paper, that the results of the teaching-learning activities reflect best the subject learning when the educator is not concerned with spelling issues, which is the biggest problem of dyslexic students. We considered that the teacher knew how to work with her, without exposing her at any time, and in evaluations, she has used resources so that the student has had full conditions of achievement and had good grades, accompanying her classmates, because she knew that the pupil did not have any disabilities, just a different way of learning from other students.
Silvia Maria do Nascimento, SESI - SP, Brazil
Stream: Education & Difference: Gifted Education
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