The inclusion of children with dyslexia: an analysis of publications in the Scielo database in the last twenty years

Abstract

The research analyzes publications from the SciELO platform, from the last twenty years, on the inclusion of children with dyslexia in basic education. This is a qualitative and bibliographic study, structured into four categories: concept of dyslexia; specialized educational service; continuing teacher training; and articulation between regular education and multifunctional resource rooms. The results indicate advances in the academic discussion, but reveal persistent challenges, such as the scarcity of in-depth studies in the educational area. We highlight the urgent need for continued training of teachers, so that they understand the specificities of dyslexia and use appropriate pedagogical strategies. Although multifunctional resource rooms are important, their performance is not always effective, pointing to the need for greater coordination with regular education. The study reinforces that the inclusion of students with dyslexia is a fundamental right and defends the implementation of concrete actions to guarantee inclusive and quality education.