«Συμπεριλαμβάνοντας» το δυσλεξικό παιδί στο σχολείο: Εναρμονίζοντας τις σύγχρονες συμπεριληπτικές κατευθύνσεις στην εκπαιδευτική πρακτική

Abstract

In past years dyslexia in the educational context, following the conceptual models of medical epistemology, has been described through one-dimensional deterministic variables and has been equated to single-factor approaches, which on the one hand, attributed (to dyslexia) negative content and, on the other hand, focused the range of interventions on the medical meditation. However, today psychopedagogical descriptive approaches recognize dyslexia as a multifactor phenomenon of non-causative nature, for the overcoming of which it is needed the didactic mediation. Therefore, this study attempts through the critical review of the relevant literature to explore and highlight those practices, which through their inclusive axiology can contribute in the most effective way to the strengthening of the cognitive and socio-emotional repertoire of the child with dyslexia, simultaneously mitigating social and academic exclusionary pressures. It is, therefore, argued that through inclusive practices not only the socio-cognitive deficits of the child with dyslexia can be counterbalanced but also the vision of a socially just, welcoming and friendly school.