Learning disabilities in elementary and secondary school

perception of seven public school teachers of São Paulo-SP

Abstract

Introduction: Currently has been observed an increase of children with learning disabilities complaints forwarded to health professionals. Objective: This study aimed to understand the perception of public school teachers on the learning difficulties of their students. Method: A descriptive study was conducted in seven public schools in the central region of São Paulo-SP in 2011. Teachers of all grades of elementary and middle school were invited to participate by answering an enclosed self-applied questionnaire. For data analysis a chi-square test was employed and a significance level of 5% allowed. Results: 104 teachers participated in the study. The majority perceived to be very often the learning disability (60.8%). The types of difficulties most frequently mentioned were writing, reading, inattention and behavioral changes, however, the behavioral was shown as the most difficult to cope with. The participants highlighted the lack of interest of the student ́s parents and the difficulty in giving individual attention to each student as significant factors associated to learning difficulties. The health professionals considered by the teachers to be required for the evaluation of children with learning disabilities were the psychologist (66.7%), followed by a speech therapist and a pedagogue. Conclusions: Teachers conceived the learning disability to be very frequent in daily practice and reported difficulties in facing them. Studies like this can contribute to a wider reflection on the subject and the recognition and appreciation of this complaints in schools, improving the dialogue between the different players involved with child development.