Reinterpretando la DislexiaPropuesta diferenciadora para una neurodidáctica inclusiva

  1. Iluminada Sánchez-Domenech 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Revista Iberoamericana de Educación

ISSN: 1681-5653,  1022-6508

Año de publicación: 2018

Título del ejemplar: Neurodidáctica en el aula: transformando la educación

Volumen: 78

Número: 1

Páginas: 127-147

Tipo: Artículo

DOI: 10.35362/RIE7813226 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Iberoamericana de Educación

Objetivos de desarrollo sostenible

Resumen

Até o surgimento das técnicas de neuroimagem, as pesquisas sobre Dislexia consideravam o déficit fonológico como um dos fatores cau-sais. Essas técnicas possibilitaram o avanço do conhecimento anatômico e funcional das diferentes áreas do cérebro, revelando a amplitude e a complexidade da rede de leitura do cérebro.Com o objetivo de compreender melhor este transtorno do neurodesenvol-vimento, analisam-se os últimos avanços nas funções neuroanatômicas das diferentes áreas do cérebro que envolvem a leitura e as pesquisas sobre a etiologia neurológica da Dislexia. Conclui-se que a necessidade de con-siderar um transtorno do neurodesenvolvimento sensorial localizado em áreas auditivas e visuais primárias acarreta um processamento deficiente Reinterpretando la DislexiaRevista Ibero-americana de Educação, vol. 78 núm 1 [(2018), pp. 127-147] 128128da informação visual, espacial e temporal. A Dislexia é considerada e, portanto, também o déficit fonológico, uma consequência desse transtorno. Essa diferenciação permite visualizar outros sintomas menos abordados pela pesquisa e a didática. Obtemos implicações cognitivas do déficit de processamento espaço-temporal nas etapas da educação infantil e do ensino fundamental diante de tarefas típicas de sala de aula para desenvolver uma didática inclusiva, compreensiva com a natureza neurológica do transtorno, que não penalize os alunos que sofrem este transtorno neurológico.

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Fuente de los datos: Dialnet