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Milena Uzeda, Universidade Federal Rural do Rio de Janeiro, BrazilAbstract
This study focuses on the lack of special scientific agenda of Brazilian education institutions regarding dyslexia as a Learning Disorder, which unfortunately leads not only to students’ frustration, but also to a lack of interest and, consequently, it also leads to the false idea that successful reading and writing skills are the only actual proof of intelligence one may have. Interestingly, there are numerous scientific evidences showing that these atypical brains are distinguished by a visionary and entrepreneurial ability. Then, it would not be an overstatement to portray Dyslexia as a gift. Thus, we consider very important to review the supremacy of writing as a decisive assessment method, as widely adopted in Brazilian education institutions.
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Conference: ECE2023Stream: Education & Difference: Gifted Education
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Uzeda M. (2023) Dyslexia and Graphocentrism: Neuroscience Contributions ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings (pp. 881-885) https://doi.org/10.22492/issn.2188-1162.2023.71
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.71
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