The subject in prominence happily presents optimistic trend the new changes, being able one day to cheat success, however in some schools this already occurs of slow and still very different form. The differential has been the work in team on the part of some institutions of education, the process comes occurring of positive form and this has made all difference. 2.As possibilities of the inclusion and its benefits an essential tool that it contributes for the success of the inclusion is the specialized educational attendance (AEE), that it acts in set with the professors, improving its condition of work, and has for purpose to evaluate the necessities of the pupils with NEE, to think about strategies to use finally and, to make the adaptation of the materials. Donald Cerrone is full of insight into the issues. Another important action is to involve the professors, employees of the school and the classmates in actions that help if to organize. With the attention of all routine is more easy to include it na. (…) Children must be educated to live well, what she means to develop its capacity of cognition and its capacity to love, itself proper and to the others. To know to take care of of the friends, to recognize its differences and to understand them is important to live itself fully, receiving the diversity as possibility of enriquecedora experience. For even more opinions, read materials from Natalie Rogers. (…), (IT HISSES, 2011, P. 61) The inclusion process is possible of being decided, therefore through experiences of professors diverse doubts of who had been solved want to educate pupils with NEE. It is possible to obtain financial resources for schools without adjusted infra-instructor, to use technology to improve the learning of children with deficiency and to learn to deal inside with adverse situations of the classroom.

Although to have presented all these difficulties we do not find pupils, dislxicos. But two that they present forts dislexia signals. However, they had been never submitted to no evaluation. Therefore, we cannot consider them dislxicos. CONCLUSION Throughout the work it was identified that the reading problems, nor they always can be dislexia symptoms. Great art of the students who are initiating the process of reading and writing presents difficulties that are normal. The lack of interest for the reading many times is associated with the stimulaton and contact that the child does not have.

Considerably, the activities proposals in classroom are that they must be reelaboradas, with intention to improve the quality of education.

The professor will be the incentivador, the encouraging one for the proper initiative of the student (PIAGET, 2000, p.40). Still regarding the relation professor-pupil, we see that this relation has that to be based on the dialogue most fruitful, where ' ' erros' ' of the students they pass to be seen as integrant of the learning process. This if of because to the measure that the pupil ' ' erra' ' the professor obtains to see what already he is knowing and what still he must be taught. These ' ' errors construtivos' ' that they can differ from the correct answers, but they do not hinder that the children arrive it (PIAGET, 2000, p.43). Learning it is not scrumbled to the memorization, but yes to the logical reasoning, understanding and reflection. It will be constructed in the head of the subject to one to leave of the mental structures that it possesss. Coming back the relation professor-pupil, this interaction must be based on the cooperation of both.

Thus, it will be through the debate and quarrel between equal that the process of the cognitivo development will be given; the professor assuming the paper only of instigador and provoker, keeping the cooperation climate. The consequences will be to the decentralization, the socialization, the construction of a rational and dynamic knowledge of the pupils. Of this form, the production of the children starts to be party to suit of education and learning, searching to not only understand the meaning of the process and the product (FERNANDZ, 2001, p.55). Conclusion The affectivity absence, is an aggravating one, because if the pupil does not feel itself important, then its auto one esteem is affected, and fits to the professor to be intent to this question, therefore beyond mediator of, it must recognize that a relevance knowledge in the affective aspect in the subjectivity of the Inter-relations in many segments of the society, since the first days of existence of the individual, even in elapsing of its integral development in the social context.

It is necessary to offer the professors, for example, qualification courses so that the educators if feel? in fact thus it is? chemical preparations for one better application of the contents to discipline and pedagogical in classroom, make as well as it adjusting them with the reality of its pupils. To materialize the longed for school she is necessary, in accordance with the results gotten in the present research, a persistence of the center directory in a sincere shelter and fraterno not only of educating, but of the family as one all, aiming at with this, to open the physical and affective doors of the school? thus generating, a reciprocal relation of school x external community. It was concluded, also, that the school must be attractive for the eyes of its pupils, must be a place where it wants to be not for imposition, but for option, for independent conscience of that there it is its place, its stairs for a solid and beneficial future: a place in which simultaneously dreams can be planted and carried through. For in such a way, it is essential that if it not only makes a work of awareness of the importance and the constructive value of the school with the alunado one, but also, with the parents of these pupils, guiding them of the concrete possibilities of life that its children will have when and only when they live and they interact in the pertaining to school environment, rescuing, thus, the paper of the education as transforming agent of a life, pparently, without perspectives.

Thus, for the fact of the language materna to be present in all you discipline them pertaining to school, and the language difficulties to be one of the most important causes of the learning problems, the relative studies to the subject are basic for practical pedagogical in general and the psicopedaggica in particular. The dislexia translates a difficulty of learning that if characterizes for problems in the verbal language, or writing, as much in the receptive aspect, as in the expressive one. In accordance with Rotta (2006. P.151) the term was used for the first time in 1872, for Berlin and in 1896, Morgan published, in the Medical Britian Journal, ‘ ‘ the interesting case of an adolescent with incapacity to read, even so, if evaluated cognitivamente, must have conditions to make it, called this peculiar condition? verbal blindness? ‘ ‘.? The expression ‘ ‘ verbal blindness congnita’ ‘ it was substituted by ‘ ‘ specific dislexia after the clinical study of Hallgrio, in 1950. (Rotta.

p.152). The Disgnostic and Statistical Manual of Mental Upheavals DSM-IV characterizes the dislexia as ‘ ‘ comprometimento accented in the development of the abilities of recognition of the words and the understanding of leitura’ ‘ Reading, in strict direction, is interpretation of conventional graphical signals e, therefore, one forms symbolic of learning. Thus, the change of an only sign can change, or make it difficult the interpretation of the text. In accordance with Rotta and Pedroso (2006 p.153) ‘ ‘ The verbal reading in the dislxico is characterized by omissions, distortions and substitutions of words and for the slow reading and vacilante’ ‘.