Dificuldades e transtornos da aprendizagem

Abstract

This research investigated how the systematization of knowledge of teachers and servants linked to NAPNE (Support for People with Special Educational Needs Program) about learning disorders and difficulties contributes to the construction of pedagogical strategies that expand the possibilities of an effective inclusion of students with SEN (Special Educational Needs) at the IFG. The following question guided the research developed: how can science, which encompasses concepts, characteristics and differences observed between disorders and learning difficulties, contribute to the possibilities of an effective inclusion of students with specific educational needs (SEN) with IFG teachers and servants? From a theoretical point of view, the concepts of learning disorders and difficulties are presented, as well the main learning disorders are exemplified, which may be specific, such as: dyslexia, dysgraphia, dysorthography and dyscalculia; or general developmental disorders and their impacts on learning, such as autism spectrum disorder, attention deficit disorder, and attention deficit hyperactivity disorder. In methodological terms, it is a bibliographical research, fundamental for the construction of the concepts of disorders and difficulties that, despite being often treated as synonyms, are different terms. A survey was also carried out with professors and members of NAPNE from all IFG campuses. 91 people answered the questionnaire electronically, being 62 professors and 29 members of the NAPNE. As for the main results found, it was possible to show that teachers find it difficult to differentiate disorders from learning difficulties and that, except for disorders such as ADHD (Attention Deficit Hyperactivity Disorder) and dyslexia, the participants are unaware of most of the disorders mentioned, demonstrating the importance of building initial and continued teacher training strategies in an inclusive perspective.