THE DYSLEXIC STUDENT AS A SUBJECT OF THE TEACHING-LEARNING PROCESS

Abstract

This article seeks to present ideas about the complexity of the teaching-learning process in which the subject is dyslexic. Dyslexia is linked to the understanding of the human being, which involves questions about who we are, how the memory, and consequently thought/language are processed, how we learn, and the reasons for diffi culties in the learning process of the individual, which is one of the challenges of this century. Cognitive operators are used in the text to highlight our proposal for improving the learning process. Through these operations, we promote a public policy of inclusion and respect for the individual differences of dyslexic students. Thus, a change is recommended in the initial training, providing moments of refl ection for teachers on the future feasibility of more fl exible curricula and innovative practices that will meet the needs of dyslexic students.