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 | |
|
dislexia relación familia-escuela modelo ecológico-sistémico dyslexia family-school relationship ecological-systemic Model |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/88
https://hdl.handle.net/10895/2808 |
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| Acceso abierto |
| _version_ | 1815178697515204608 |
|---|---|
| author | Antognazza, María Paula |
| author2 | González Tornaría, María del Luján |
| author2_role | author |
| author_facet | Antognazza, María Paula González Tornaría, María del Luján |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Antognazza, María Paula González Tornaría, María del Luján |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:51:59Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:51:59Z |
| dc.date.none.fl_str_mv | 2011-11-30 |
| dc.description.en-US.fl_txt_mv | 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. |
| dc.description.es-ES.fl_txt_mv | Se presenta un estudio sobre las percepciones y representaciones de las familias, docentes, terapeutas y niños sobre la dislexia, en el que se indaga en sus respectivas vivencias y necesidades. Se exponen el diseño y resultados hallados en la investigación de corte cualitativo, basado en las entrevistas realizadas al niño, sus padres, docente y terapeuta. Entre los principales resultados, se destaca que tanto la familia como las instituciones educativas dan una respuesta parcial a las dificultades de aprendizaje y no existe un proyecto integrador que sea estimulante, tanto para el niño disléxico como para su familia. Cuando se logra realizar un tratamiento especializado, los padres no se sienten involucrados. Se detecta ausencia de una visión sistémica de la dificultad, lo que implica pérdida de esfuerzo, energía y tiempo para todas las partes. Se realizan algunas consideraciones respecto a la importancia de pensar especialmente las percepciones de los propios niños disléxicos, colocando tales asuntos en el centro de la orientación diagnóstica y terapéutica. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/88 10.22235/cp.v5i2.88 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/2808 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/88/77 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2011 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2011; Volumen 5 (2); 193-200 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2011; Volumen 5 (2); 193-200 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v5i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2011; Volumen 5 (2); 193-200 |
| dc.subject.en-US.fl_str_mv | dyslexia family-school relationship ecological-systemic Model |
| dc.subject.es-ES.fl_str_mv | dislexia relación familia-escuela modelo ecológico-sistémico |
| dc.title.none.fl_str_mv | 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 |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_38a125452ae9ee0bb356b492c450bc37 |
| identifier_str_mv | 10.22235/cp.v5i2.88 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/2808 |
| publishDate | 2011 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2011 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| spelling | Antognazza, María PaulaGonzález Tornaría, María del Luján2011-11-302023-08-31T18:51:59Z2023-08-31T18:51:59Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/8810.22235/cp.v5i2.88https://hdl.handle.net/10895/2808A 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.Se presenta un estudio sobre las percepciones y representaciones de las familias, docentes, terapeutas y niños sobre la dislexia, en el que se indaga en sus respectivas vivencias y necesidades. Se exponen el diseño y resultados hallados en la investigación de corte cualitativo, basado en las entrevistas realizadas al niño, sus padres, docente y terapeuta. Entre los principales resultados, se destaca que tanto la familia como las instituciones educativas dan una respuesta parcial a las dificultades de aprendizaje y no existe un proyecto integrador que sea estimulante, tanto para el niño disléxico como para su familia. Cuando se logra realizar un tratamiento especializado, los padres no se sienten involucrados. Se detecta ausencia de una visión sistémica de la dificultad, lo que implica pérdida de esfuerzo, energía y tiempo para todas las partes. Se realizan algunas consideraciones respecto a la importancia de pensar especialmente las percepciones de los propios niños disléxicos, colocando tales asuntos en el centro de la orientación diagnóstica y terapéutica.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/88/77Derechos de autor 2011 Ciencias Psicológicashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2011; Volumen 5 (2); 193-200Ciencias Psicológicas; 2011; Volumen 5 (2); 193-200Ciencias Psicológicas; 2011; Volumen 5 (2); 193-2001688-422110.22235/cp.v5i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguaydislexiarelación familia-escuelamodelo ecológico-sistémicodyslexiafamily-school relationshipecological-systemic ModelTHE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIAEL NIÑO DISLÉXICO Y SU ENTORNO EDUCATIVO. PERCEPCIONES Y REPRESENTACIONES SOBRE LA DISLEXIAinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/28082023-08-31 15:51:59.248oai:liberi.ucu.edu.uy:10895/2808Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:51:59LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA Antognazza, María Paula dislexia relación familia-escuela modelo ecológico-sistémico dyslexia family-school relationship ecological-systemic Model |
| status_str | publishedVersion |
| title | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA |
| title_full | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA |
| title_fullStr | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA |
| title_full_unstemmed | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA |
| title_short | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA |
| title_sort | THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA |
| topic | dislexia relación familia-escuela modelo ecológico-sistémico dyslexia family-school relationship ecological-systemic Model |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/88 https://hdl.handle.net/10895/2808 |
