Educational games in the learning of dyslexic students

experience report

Abstract

In this experience report is discussed about dyslexia, a learning disorder characterized by difficulties in the correctness and/or fluency in word reading and low spelling and reading competence. To minimize these and other difficulties associated with dyslexia, it becomes necessary to rethink the teaching-learning practices in the school context, involving not only dyslexics students but also teachers and the school community overall. In this perspective, the use of educational games in the classroom becomes a viable alternative to enhance the exploration and construction of knowledge, since it has the internal motivation, typical of the ludic, and having a huge relevance for following the method of obtaining internal and external skills of knowledge, allowing the dyslexic student to have a different view to understand what is approached in class. In face of it, this study aimed to develop classroom educational games with dyslexic students to improve their learning process. Methodologically, this work is derived from an extension project applied in a public school located in the city of Missão Velha-CE, and that consists of a bibliographic survey on search sites, like Google Scholar and important steps that were summarized throughout this report. The experience gained from dyslexic students in the school environment was significantly beneficial in terms of teaching-learning, especially when experiencing various moments of the life of these students in the classroom, assisting them in their walk for knowledge.