THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA
EL NIÑO DISLÉXICO Y SU ENTORNO EDUCATIVO. PERCEPCIONES Y REPRESENTACIONES SOBRE LA DISLEXIA
| 2011 | |
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dislexia relación familia-escuela modelo ecológico-sistémico dyslexia family-school relationship ecological-systemic Model |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/88
https://hdl.handle.net/10895/2808 |
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| Acceso abierto |
| Sumario: | A study on the perceptions and representations of the dyslexic children’s families, teachers and therapists is presented. The investigation is a result from a qualitative method of study, based on interview for the children, their parents, teachers and therapists. Our results show that families and educational centers give a partial answer to the learning difficulties and also evidence the lack of an integrated project that stimulates the dyslexic child and his family. When a specialized treatment is implemented, the parents do not usually feel involved. We have also found the lack of the systemic approach to this disorder, resulting in a inefficient use of energy and time by all actors involved. We also consider the importance of taking in to account the dyslexic children’s own perceptions; finally, in this direction is important to focus on such matters for therapy and assessment orientation. |
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