Abstract
The purpose of this article is to present a case of dyslexia as an (e-)teaching approach of inclusion within the framework of lifelong teachers’ education in order to implement theoretical knowledge. The combination of theoretical and applied knowledge aims at supporting teachers in all structures of General and Special Education. The methodological approach uses the case study research design in teacher education. A case of a child with dyslexia is presented, as well as the symptomology that it presents. The next item is the presentation of the diagnosis process followed and the educational intervention of problems encountered by this pupil. Emphasis is placed on an overall response and rehabilitation program, which may include sequential and systematic exercises and instructions at the verbal and visual level. In conclusion, supporting teacher professional development is an important part of the effort to increase the teaching and learning of children with and without learning difficulties. Finally, the paper concerns the presentation of an incident with dyslexia in lifelong teachers’ education and training as a specific topic and inclusive issue for a modern democratic school. The paper can provide highlights in (e-)teaching through the example of dyslexic profile.
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0751/a.php" alt="Hit counter" /></p>
Highlights
The parallel assistance of many individual cognitive and metacognitive competenceslinguistic or not (Polychroni, Hatzichristou & Bibou, 2006). At this point it should be stressed that several children in primary school are conquering these basic skills with great difficulty (Polychronis & Antoniou, 2016), even in this category of children belong to children who face difficulties such as dyslexia (Tzivinikou, 2015)
Since effective evaluation is used as a basis for a targeted educational intervention program, pupils with dyslexia need a specialized approach to reading instruction based on their current- acquired level of reading
Factors that can potentially positively influence the development and progress of children with dyslexia are early and timely diagnosis and evaluation, appropriate counseling and educational support for the child dyslexia for vulnerability and potential emergence, didactic corrective intervention based on pupil level and age, as well as family and school cooperation
Summary
At this point it should be stressed that several children in primary school are conquering these basic skills with great difficulty (Polychronis & Antoniou, 2016), even in this category of children belong to children who face difficulties such as dyslexia (Tzivinikou, 2015). Lifelong learning expresses a dynamic approach to the modern aims of education and is one of the European Union's top priorities for the social cohesion of today's societies It focuses on the need for continuous improvement and upgrading of the knowledge, skills and abilities of individuals to continue their personal and professional development and to adapt them to the rapidly changing international social and professional environment (https://ec.europa.eu/education/policies/eu-policy-in-thefield-of-adult-learning_el). European Journal of Open Education and E-learning Studies - Volume 6 │ Issue 1 │ 2021
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
