Dyslexia and the English Language: Contributions to the Education in Regular Schools

People with dyslexia need their teachers to have enough knowledge about the subject in order their learning can be effective. The “spelling, writing and reading area learning disorder”, as defines the Dyslexia Brazilian Association (DBA), does not impede learning, as it is not an impairment; but the teachers should take some differentiated attitudes. This paper aims to contribute with the teachers with some suggestions for activities and adaptations for the tests. English classes and activities, besides the manner as the teacher used to deal with a 9th-grade dyslexic student, were analysed. We have also observed whether the Pedagogical Coordinator has provided some direction to the educator to develop his work along with the pupil. Through reflexive conversations with many teachers of this particular school, these professionals got the conclusion that is not possible just to wait that all guidance and upgrading comes from the Pedagogical Coordination; it is very much important that each one can be the responsible for their continuous updating so that their pedagogical practice be more efficient. It is also desirable to confirm, with the results of this paper, whether the teaching-learning activities results reflect better the subject learning when the educator is not worried about the questions related to spelling, that are the biggest problem of dyslexic students.