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Dyslexia and Traumatic Experiences

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Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Ouafa Raziq - Legasthenie in der marokkanischen Gesellschaft (Dyslexia in the Moroccan Society)

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Ouafa Raziq

Université Hassan II, Morokko

Legasthenie in der marokkanischen Gesellschaft (Dyslexia in the Moroccan Society)

Abstract. Education and health are the basis of preparation for new perspectives in terms of overcoming difficulty of reading and writing for the future generations. With regard to the acquisition of minimum training, it is important for everyone to learn reading, writing and arithmetic in elementary school. It is necessary to detect disorders of the students in the aforementioned skills as early as possible to develop adaptive and necessary intervention programs for treatment. Based on this work, we would like to interview teachers in two different types of schools (public and private ones) in order to know whether teachers have ever known about “dyslexia” and what solutions they do if they recognize it in children and whether the Ministry of Education consider the diagnosis and the intervention to solve the problem.

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