Resumo

ANTOGNAZZA, María Paula  e  GONZALEZ TORNARIA, María del Luján. THE DYSLEXIC CHILD AND HIS EDUCATIONAL ENVIRONMENT. PERCEPTIONS AND REPRESENTATIONS ON THE DYSLEXIA. Cienc. Psicol. [online]. 2011, vol.5, n.2, pp.193-200. ISSN 1688-4221.

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.

Palavras-chave : dyslexia; family-school relationship; ecological-systemic Model.

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