Learning difficulties and school inclusion: contemporary theories and practices under debate

Abstract

The central theme of this study is to highlight theoretical and practical aspects of specific learning difficulties at school, as a multi-causal phenomenon, from an interdisciplinary perspective, with the aim of understanding how the construction of reading and writing knowledge occurs, as well as the development of logical mathematical reasoning by children. The methodology adopted was descriptive qualitative research, which made it possible to reach results on how to explore inclusive pedagogical strategies and practices with a view to providing school support to students with learning difficulties. Notes were raised in order to characterize four specific learning difficulties, among those most frequently found in the literature: dyslexia, dysgraphia, dysorthography and dyscalculia. Thus, the contributions of scientific theories related to this area were used as a starting point, observing the current state of the art of research on the subject, by revisiting or reviewing research and discussions already published on the subject. To support these questions, the theoretical framework of authors who problematize this theme was sought.