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Divulgació i dislèxia

¿POR QUÉ LOS ALUMNOS CON TRASTORNOS ESPECÍFICOS DE APRENDIZAJE QUEDAN EXCLUIDOS DE LA BECAS Y LAS AYUDAS AL ESTUDIO Y PROMOCIÓN EDUCATIVA?

Incomprensiblemente, a partir de la convocatoria del curso 2021-22 para acceder a las becas y ayudas al estudio y promoción educativa, los alumnos con trastornos del neurodesarrollo -dislexia, TEL, TDAH, entre otros- deberán acreditar el 33% de discapacidad.

Barcelona 22 de marzo de 2021. Nos vemos obligados a denunciar ante la opinión pública que el Ministerio de Educación y Formación Profesional ha remitido a las familias una notificación por la que se les advierte que, para obtener una beca o ayuda al estudio y promoción educativa para alumnos con necesidad específica de apoyo educativo, en la próxima convocatoria, curso 2021-22, los alumnos que la soliciten, incluidos los afectados por trastornos del neurodesarrollo, deberán presentar la acreditación de, como mínimo, un 33% de discapacidad.

Ante esta decisión debemos recordar:

Que los trastornos del neurodesarrollo – dislexia, discalculia, TDAH, TEL, entre otros- no conllevan una discapacidad, motora, intelectual, sensorial ni psíquica, pero sí provocan una importante dificultad en la accesibilidad de los contenidos escolares a través de la lectura, la escritura, el lenguaje, el correcto proceso numérico y del cálculo.
Que la prevalencia de dichos trastornos se ha estimado, en la Unión Europea, entre un 7% y un 10% de la población. Actualmente en nuestro país hay estudios que confirman esta prevalencia1.
Que dichos trastornos están incluidos en el CIE-10 Clasificación diagnóstica la OMS (Organización Mundial de la Salud) y el DSM 5 Manual diagnóstico y estadístico de la Asociación Americana de Psiquiatría.
Que dichos trastornos requieren de un estudio diagnóstico y de una intervención terapéutica prolongada por parte de profesionales especializados, mucho más eficaz si se realiza de manera individual.
Que actualmente el sistema educativo no puede asumir, y no lo hace, la detección, el diagnóstico y tratamiento de estos trastornos específicos de aprendizaje, por lo que en la inmensa mayoría de casos las familias deben acudir a centros privados, con un elevado coste económico.
Que la necesidad de ayudas para diagnósticos e intervenciones terapéuticas es más apremiante en familias cuyos recursos económicos escasos difícilmente les van a permitir hacer frente a los importes de estos tratamientos puesto que, ni la sanidad pública ni el sistema escolar tiene, actualmente, capacidad para atender estas patologías.
Por todo ello rechazamos y denunciamos esta medida del Ministerio de Educación y Formación Profesional por ser altamente discriminatoria y cuya consecuencia no puede ser otra que la de incrementar la vulnerabilidad de los más vulnerables


1- Bosch, Rosa; Pagerols, Mireia; Rivas, Cristina; Sixto, Laura ; Bricollé, Laura; Español-Martín, Gemma ; Prat, Raquel ; Ramos-Quiroga, Josep A ; Casas, Miquel . Psychol Med; : 1-11, 13 de enero de 2021. Artículo en inglés | MEDLINE | Identificación: mdl-33436129

La Associació Catalana de Dislèxia i Altres Trastorns Específics, se constituyó el día 22 de abril de 1992 para orientar, asesorar y acompañar a las familias que tienen hijos/hijas que padecen estos trastornos y a la personas adultas disléxicas. El 6 de mayo de 1992 nuestra asociación quedó inscrita en el REGISTRO de ASSOCIACIONS de la GENERALITAT de CATALUNYA, en la Direcció General de Dret i Entitats Jurídiques del Departament de Justícia con el núm. 13.299. Por otra parte, el 2 de mayo de 1992 l’ASSOCIACIÓ CATALANA DE DISLÈXIA entró a formar parte de l’EUROPEAN DYSLEXIA ASSOCIATION.

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