SPEECH THERAPIST'S PERFORMANCE IN THE SCHOOL CONTEXT: LEARNING DISORDERS AND THEIR IMPACTS ON THE LITERACY PROCESS

Abstract

This study analyzes the fundamental role of speech-language pathology in the early identification of learning disorders and their impact on the literacy process. A qualitative and descriptive literature review was conducted using data from the Google Scholar, SciELO, and PubMed databases, covering the period from 2020 to 2025. The results demonstrate that the speech-language pathologist's role in the school context goes beyond the traditional clinical model, consolidating itself as a collaborative and horizontal practice with teachers and families. The literature highlights neurobiological dysfunctions such as dyslexia, dyscalculia, dysgraphia, dysorthography, and Attention Deficit Hyperactivity Disorder (ADHD) that directly affect fundamental cognitive processes such as attention, memory, and perception, generating profound impacts on the development of reading and writing during the early school years. It concludes that, although affected children have the full capacity to learn, they require appropriate and targeted teaching methods. Given this scenario, the speech-language pathologist acts as an essential pedagogical link, enabling the teaching staff to detect learning disorders with a meticulous eye. This preventive and multidisciplinary intervention minimizes academic setbacks, equips the school, and ensures effectiveness and equity in the inclusive attention process in early childhood literacy.