Inclusive education of students with dyslexia

Neuropsychopedagogical strategies

Abstract

This article analyzes the school inclusion of students with dyslexia from a neuropsychopedagogical perspective, with an emphasis on learning mediation strategies and inclusive pedagogical practices. It is based on a theoretical framework that integrates neurological aspects of dyslexia, educational public policies, and contributions from neuropsychopedagogy, proposing interventions aimed at early identification, cognitive stimulation, and curricular adaptation. The suggested practices, based on scientific evidence, seek to promote academic development, self-esteem, and active participation of students. The results indicate that interdisciplinary action, combined with the continuing education of education professionals, is essential for the implementation of an inclusive school, capable of meeting specific learning needs and guaranteeing the right to quality education for all.