Investigação de processos neurolinguísticos de sujeitos com distúrbios significativos de leitura/escrita em contextos/acadêmicos

Abstract

This study in the area of Language Studies/ Neurolinguistics comes from the need to adapt universities to special educational needs, particularly as regards learning disorders. It addresses the issue of significant reading and writing disturbances in adults who have had some success and reached higher education in contexts of undergraduate and postgraduate courses. It aims to identify neurolinguistic processes of individuals with significant reading and / or writing disorders, and their specificities are identified in academic contexts, and which actions and processes are needed to aid teachers to work with students having special needs regarding the adjustments / curricular flexibilities and evaluative actions. The study also sought to verify whether there are procedures and resources for university teachers dealing with inclusion initiatives in universities and whether institutions have support to implement, giving teachers real conditions to aid students. The work aims to contribute to a better understanding of significant reading / writing disorders in their psychosocial and educational component, assisting teachers and students in their academic practice in facing accessibility construction and conditions, permanence and respect to the ways these students learn, based as regards the adequacy of current academic environments in current inclusive educational policies and legislation