TRANSTORNOS ESPECÍFICOS DE APRENDIZAGEM: DISLEXIA, DISGRAFIA, DISORTOGRAFIA E DISCALCULIA EM FOCO

Abstract

Educational legislation emphasizes the need to promote the full development of reading, writing and calculation skills, highlighting these skills as essential for the individual’s insertion and meaningful action in society. However, it is not uncommon for students to complete elementary school without mastering these essential skills for professional life. This article aims to investigate the difficulties faced by some students in the process of learning reading, writing and mathematical skills. Based on theoretical research, the article addresses Specific Functional Learning Disorders — Dyslexia, Dysgraphia, Dysorthography and Dyscalculia — as possible factors that negatively interfere with the academic development of these students. Presenting a theoretical foundation on the topic contributes to the review of pedagogical practice, suggesting the need for collective work in the search for resources and procedures that promote students’ proficiency both in reading and writing and in learning mathematical concepts and operations.