{"id":1401,"date":"2020-07-31T10:58:22","date_gmt":"2020-07-31T08:58:22","guid":{"rendered":"https:\/\/www.comll.cat\/dislexia-els-temps-estan-i-els-estem-canviant\/"},"modified":"2022-03-29T19:35:35","modified_gmt":"2022-03-29T17:35:35","slug":"dislexia-els-temps-estan-i-els-estem-canviant","status":"publish","type":"post","link":"https:\/\/www.comll.cat\/es\/dislexia-els-temps-estan-i-els-estem-canviant\/","title":{"rendered":"Disl\u00e8xia: els temps estan (i els estem) canviant"},"content":{"rendered":"

\"dislexia\"<\/strong><\/p>\n

Josep Llu\u00eds Cruz\u00a0(MFiC<\/strong>) ABS Rambla Ferran<\/strong> i<\/span>\u00a0<\/span><\/p>\n

Lidia Sanz (Pediatra) ABS Ser\u00f2s\u00a0<\/strong><\/p>\n

M<\/span>embres del Grup de Treball de Trastorns de l\u2019Aprenentatge<\/span>\u00a0de Lleida<\/span>\u00a0<\/span><\/p>\n

L\u2019any 2011,\u00a0<\/span>e<\/span>l\u00a0<\/span>butllet\u00ed<\/span>\u00a0ens va obrir la porta<\/span>\u00a0<\/span>a\u00a0<\/span>parlar\u00a0<\/span>sobr<\/span>e la disl\u00e8xia<\/span>\u00a0<\/span>(1)<\/span>.\u00a0<\/span>\u00c9<\/span>s a dir,\u00a0 el<\/span>\u00a0trastorn espec\u00edfic d<\/span>e l\u2019aprenentatge<\/span>\u00a0m\u00e9s prevalent que afecta a\u00a0<\/span>\u00a0la lectura ,<\/span>\u00a0l\u2019escriptura\u00a0 i l\u2019ortografia\u00a0<\/span>i\u00a0<\/span>que apareix malgrat tenir una intel\u00b7lig\u00e8ncia normal o alta i de tenir o<\/span>portunitats educatives normals<\/span>. T\u00e9 un important component gen\u00e8tic i base neurol\u00f2gica,\u00a0\u00a0<\/span>persisteix a l\u2019edat adulta i<\/span>\u00a0pot tenir conseq\u00fc\u00e8ncies per l\u2019aprene<\/span>n<\/span>ta<\/span>t<\/span>ge i<\/span>\u00a0<\/span>\u00a0tamb\u00e9 per la salut<\/span>\u00a0i la vida laboral<\/span>.<\/span>\u00a0<\/span><\/p>\n

Malgrat aix\u00f2<\/span>,<\/span>\u00a0molts disl\u00e8xics<\/span>\u00a0<\/span>\u00a0<\/span>aconsegueixen<\/span>\u00a0els seus objectius acad\u00e8mics i personals<\/span>. Un<\/span>a<\/span>\u00a0part d\u2019ells desenvolupen una resili\u00e8ncia que els fa molt capa\u00e7os de fer front a aquestes i altres dificultats.\u00a0<\/span>Les conseq\u00fc\u00e8ncies<\/span>\u00a0que tindr\u00e0<\/span>\u00a0la disl\u00e8xia\u00a0<\/span>en cada cas\u00a0<\/span>varien<\/span>\u00a0en funci\u00f3 de la intensitat<\/span>\u00a0del trastorn<\/span>, les comorbiditats<\/span>,\u00a0<\/span>la precocitat del\u00a0<\/span>diagn\u00f2stic<\/span>, el nivell socio<\/span>econ\u00f2mic<\/span>\u00a0i el suport familiar<\/span>\u00a0i de<\/span>\u00a0l\u2019<\/span>entorn<\/span>\u00a0<\/span>(2<\/span>)<\/span>.<\/span>\u00a0<\/span>Els problemes emocionals comencen a desenvolupar-se quan comencen a aprendre a ll<\/span>egir i la instrucci\u00f3 no lliga b\u00e9<\/span>\u00a0amb<\/span>\u00a0el seu estil d\u2019aprenentatge\u00a0<\/span>(3<\/span>).<\/span>\u00a0<\/span>U<\/span>n\u00a0<\/span>diagn\u00f2stic<\/span>\u00a0preco\u00e7\u00a0<\/span>positiu<\/span>, \u00e9<\/span>s a<\/span>\u00a0<\/span>dir,\u00a0<\/span>que parli de dificulta<\/span>ts per\u00f2 tamb\u00e9 de\u00a0<\/span>fortaleses,<\/span>\u00a0\u00e9s\u00a0<\/span>essencial<\/span>\u00a0per a crear\u00a0<\/span>una autoima<\/span>t<\/span>ge\u00a0<\/span>i un autoconcepte\u00a0<\/span>posi<\/span>tius, claus per a evitar\u00a0<\/span>dificultats acad\u00e8miques i\u00a0<\/span>les complicacions com l\u2019ansietat i la\u00a0<\/span>depressi\u00f3<\/span>\u00a0<\/span>(4<\/span>).<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

Ara amb plaer\u00a0<\/span>hem rebut<\/span>\u00a0de nou la invitaci\u00f3 dels respons<\/span>a<\/span>bles del Butllet\u00ed.\u00a0<\/span>Moltes de les coses que all\u00ed s\u2019explicaven continuen sent v\u00e0lides i per tant no les tornarem a dir. La not\u00edcia \u00e9s que des\u00a0<\/span>d\u2019<\/span>aleshores\u00a0\u00a0<\/span>les coses han millorat for\u00e7a\u00a0<\/span>a les nostres comarques\u00a0<\/span>i la contribuci\u00f3 de l\u2019atenci\u00f3 prim\u00e0ria de l\u2019ICS (especia<\/span>l<\/span>ment els equips\u00a0<\/span>de\u00a0<\/span>pediatria<\/span>) ha estat clau en que aix\u00f2 sigui aix\u00ed.<\/span>\u00a0<\/span>L\u2019aposta \u00e9<\/span>s<\/span>\u00a0clar<\/span>a: l\u2019Atenci\u00f3 Prim\u00e0ria ha<\/span>via<\/span>\u00a0de tenir<\/span>\u00a0un paper\u00a0<\/span>clau<\/span>\u00a0en la dinamitzaci\u00f3 d\u2019aquest tema, especialment afavorint la detecci\u00f3 preco\u00e7.\u00a0<\/span>Aix\u00ed\u00a0<\/span>des l\u2019any 201<\/span>4 vam posar\u00a0<\/span>en marxa\u00a0<\/span>sistema\u00a0<\/span>de detecci<\/span>\u00f3\u00a0<\/span>utilitzant com<\/span>\u00a0<\/span>eina de\u00a0<\/span>cribratge<\/span>\u00a0<\/span>el\u00a0<\/span>test \u201c<\/span>Prodiscat<\/span><\/i>\u00a0pedi\u00e0tric<\/span><\/i>\u201d<\/span>\u00a0(5)<\/span>, recentment\u00a0<\/span>validat amb una sensibilitat superior al 90% i una\u00a0<\/span>especifi<\/span>ci<\/span>tat\u00a0<\/span>\u00a0del 75<\/span>%<\/span>.\u00a0<\/span>Els casos sospitosos s\u00f3n derivats des de<\/span>\u00a0les consultes de pediatria\u00a0<\/span>a\u00a0<\/span>la<\/span>\u00a0<\/span>c<\/span>onsulta\u00a0<\/span>monogr\u00e0fica de detecci\u00f3 de la d<\/span>isl\u00e8xia<\/span>, actualment portada a terme pel doctor Josep Lluis Cruz\u00a0<\/span>al CAP Rambla Ferran<\/span>.\u00a0 Des\u00a0<\/span>d\u2019<\/span>aleshores<\/span>,<\/span>\u00a0 han passat<\/span>\u00a0per aquesta consulta<\/span>\u00a0<\/span>\u00a0m\u00e9s<\/span>\u00a0de<\/span>\u00a0500 persones<\/span>, e<\/span>n la seva majoria<\/span>\u00a0<\/span>nens i nenes\u00a0<\/span>en edat pedi\u00e0trica p<\/span>e<\/span>r\u00f2 tamb\u00e9 joves i adults<\/span>. La majoria\u00a0<\/span>de casos acuden derivats de pediatria,<\/span>\u00a0<\/span>per\u00f2 tamb\u00e9\u00a0<\/span>\u00a0<\/span>acuden fam\u00edlies<\/span>\u00a0<\/span>de<\/span>\u00a0<\/span>\u201c<\/span>motu<\/span><\/i>\u00a0propi<\/span><\/i>\u201d<\/span>\u00a0(familiars de personal sanitari<\/span>,<\/span>\u00a0familiars\u00a0<\/span>i coneguts\u00a0<\/span>de disl\u00e8xics),\u00a0<\/span>\u00a0<\/span>d\u2019altres\u00a0<\/span>derivats pels ce<\/span>ntres educatius i<\/span>,<\/span>\u00a0<\/span>en\u00a0<\/span>algun<\/span>\u00a0cas<\/span>,<\/span>\u00a0<\/span>adults derivats\u00a0<\/span>pels metges de fam\u00edlia.\u00a0<\/span>Del total de persones valorades,<\/span>\u00a0un 80% tenien<\/span>,\u00a0<\/span>efectivament<\/span>,<\/span>\u00a0disl\u00e8xia.<\/span>\u00a0\u00a0<\/span>Amb la implementaci\u00f3 d\u2019aquest circuit assistencial<\/span>,\u00a0<\/span>\u00a0la preval<\/span>en\u00e7a de la disl\u00e8xia detectada i registrada\u00a0<\/span>a l\u2019edat pedi\u00e0trica\u00a0<\/span>\u00a0<\/span>ha passat\u00a0<\/span>de<\/span>l<\/span>\u00a00,4%<\/span>\u00a0<\/span>l\u2019any 2015<\/span>\u00a0al 2,4%\u00a0<\/span>actual<\/span>.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

D<\/span>es el minut 0 \u00e9rem<\/span>\u00a0conscient<\/span>s<\/span>\u00a0que<\/span>\u00a0detectar no era\u00a0<\/span>suficient i que<\/span>\u00a0calia fer un pas m\u00e9s<\/span>,<\/span>\u00a0i vam iniciar<\/span>\u00a0<\/span>una activa relaci\u00f3 i col\u00b7laboraci\u00f3 amb el Departament d\u2019Ensenyament\u00a0<\/span>,<\/span>\u00a0per que els\u00a0 informes de deteccions obrissin la porta a la intervenci\u00f3 a l\u2019\u00e0mbit escolar<\/span>, i per millorar la formaci\u00f3 de les fam\u00edlies<\/span>\u00a0(continuem treballant en aix\u00f2)<\/span>.\u00a0<\/span>M<\/span>ostra d\u2019aquest treball col\u00b7laboratiu\u00a0<\/span>\u00e9s la j<\/span>ornada<\/span>\u00a0<\/span>\u201c<\/span>Trastorns de\u00a0<\/span><\/i>l\u2019Aprenentatge<\/span><\/i>: Una mirada\u00a0<\/span><\/i>interdisciplinar<\/span><\/i>\u201d<\/span>\u00a0<\/span>, c<\/span>el<\/span>ebrada a Lleida\u00a0<\/span>amb e<\/span>l suport del Col\u00b7legi de Metges,<\/span>\u00a0a\u00a0<\/span>la qual<\/span>\u00a0van\u00a0<\/span>assistir<\/span>\u00a0m\u00e9s de 200 professionals de salut, ensenyament i\u00a0<\/span>fam\u00edlies<\/span>\u00a0(veure i<\/span>matg<\/span>e).<\/span>\u00a0<\/span>La\u00a0<\/span>j<\/span>ornada\u00a0<\/span>va contribuir a<\/span>\u00a0<\/span>\u00a0<\/span>consolidar el grup de\u00a0<\/span>professionals<\/span>\u00a0de diversos\u00a0<\/span>\u00e0mbits<\/span>\u00a0de la salut\u00a0<\/span>(pediatria,\u00a0<\/span>neuropediatria<\/span>, MFIC, logop\u00e8dia)\u00a0<\/span>que constitueix<\/span>\u00a0el grup<\/span>\u00a0<\/span>de treball de trastorns de l\u2019a<\/span>prenentatge<\/span>\u00a0a Lleida<\/span>.\u00a0<\/span>A<\/span>quest grup ha integrat, a m\u00e9s,\u00a0<\/span>professionals d\u2019altres\u00a0<\/span>departaments<\/span>\u00a0que necess\u00e0riament han de col\u00b7laborar per a\u00a0<\/span>dur a terme<\/span>\u00a0un abordatge\u00a0<\/span>integral de la disl\u00e8xia i altres dificultats d\u2019aprenentatge. Actualment el grup treballa<\/span>\u00a0a<\/span>mb Ensenyament, CSMIJ<\/span>\u00a0i<\/span>\u00a0<\/span>CREDA<\/span>\u00a0<\/span>per posar en marxa<\/span>\u00a0un protocol conjunt per la detecci\u00f3\u00a0<\/span>primerenca\u00a0<\/span>de les dificultats de llenguatge oral en infants i del trastorn espec\u00edfic del llenguatge (TEL)<\/span>, que ser\u00e0 d\u2019aplicaci\u00f3 compartida i col\u00b7laborativa als centres d\u2019atenci\u00f3 prim\u00e0ria i als centres docents.\u00a0<\/span>El nostre m\u00e8rit?\u00a0<\/span>Llan\u00e7ar-nos<\/span>\u00a0a fer el que molta gent\u00a0<\/span>considera<\/span>\u00a0necessari .\u00a0<\/span>\u00a0<\/span><\/p>\n

El Servei de Psiquiatria de la Vall\u00a0<\/span>d\u2019Hebr\u00f3<\/span>n<\/span>\u00a0ha realitzat un estudi de detecci\u00f3\u00a0<\/span>en<\/span>\u00a0una mostra significativa de la poblaci\u00f3 escolar de Catalunya<\/span>\u00a0(<\/span>n<\/span>=<\/span>\u00a0<\/span>5712<\/span>)<\/span>\u00a0<\/span>on confirma que\u00a0<\/span>la prevalen\u00e7a conjunta del diversos trastorns de l\u2019aprene<\/span>n<\/span>t<\/span>at<\/span>ge i\u00a0<\/span>de<\/span>l<\/span>\u00a0<\/span>neurodesenvolupam<\/span>ent<\/span>\u00a0(TDA<\/span>H<\/span>,<\/span>\u00a0per exemple<\/span>)\u00a0<\/span>afecta aproximadament el<\/span>\u00a020%<\/span>\u00a0dels escolars<\/span>\u00a0i que\u00a0<\/span>el nivell de<\/span>\u00a0<\/span>detecci\u00f3 del sistema actual \u00e9s molt baix donat que\u00a0<\/span>nom\u00e9s el 15%\u00a0<\/span>de tots els afectats\u00a0<\/span>eren coneguts\u00a0<\/span>en el moment del diagn\u00f2stic<\/span>(6<\/span>)<\/span>.<\/span>\u00a0<\/span>En el mateix sentit\u00a0<\/span>un m<\/span>anifest del Grup de Treball del Trastorns de l\u2019Aprenent<\/span>at<\/span>ge de la Societat Catalana de Pediatria\u00a0<\/span>reivindica<\/span>\u00a0una xarxa\u00a0<\/span>assistencial p\u00fablica\u00a0<\/span>d\u2019ensenyament, salut i\u00a0<\/span>treball\u00a0<\/span>social\u00a0 que permeti fer un diagn\u00f2stic\u00a0\u00a0<\/span>preco\u00e7<\/span>\u00a0i\u00a0<\/span>implementar<\/span>\u00a0les mesures\u00a0\u00a0<\/span>psicoeducatives<\/span>\u00a0adients<\/span>\u00a0(maig 2017) (7<\/span>)<\/span>.<\/span>\u00a0<\/span><\/p>\n

Parlem<\/span>\u00a0de trastorn<\/span>s<\/span>\u00a0de l\u2019aprenentatge<\/span>\u00a0en la l\u00ednea que<\/span>\u00a0<\/span>t<\/span>ant el DMS-V\u00a0<\/span>com el CIE 11 op<\/span>ten pe<\/span>r fer-ho.\u00a0<\/span>Cal pensar que a<\/span>l voltant del 60% de<\/span>\u00a0<\/span>l<\/span>e<\/span>s\u00a0<\/span>persones\u00a0<\/span>que<\/span>,<\/span>\u00a0per exemple<\/span>,<\/span>\u00a0tenen disl\u00e8xia<\/span>,\u00a0<\/span>\u00a0presenten una comorbiditat amb altres\u00a0<\/span>trastorns<\/span>\u00a0(<\/span>discalc\u00falia<\/span>\u00a0i<\/span>\u00a0<\/span>TDA\u00a0<\/span>inatent<\/span>\u00a0especialment<\/span>,<\/span>\u00a0per\u00f2 tamb\u00e9\u00a0<\/span>TEL o TEA)<\/span>.<\/span>\u00a0<\/span>\u00a0<\/span>\u00c9s<\/span>\u00a0a dir, la comorbiditat\u00a0<\/span>\u00a0\u00e9s\u00a0<\/span>la norma.<\/span>\u00a0<\/span><\/p>\n

Com els altres trastorns, l<\/span>a disl\u00e8<\/span>xia\u00a0<\/span>t\u00e9\u00a0<\/span>un\u00a0<\/span>factor gen\u00e8tic<\/span>\u00a0molt potent<\/span>.<\/span>\u00a0<\/span>Quan detectem una persona amb disl\u00e8xia sabem que els seus familiars propers tenen quasi el 50% de probabilitats de ser-ho (germans, pares, fills).\u00a0<\/span>Els\u00a0<\/span>resultats dels\u00a0<\/span>estudis\u00a0<\/span>mostren una arquitectura gen\u00e8tica formada por m\u00faltiples gens, que interaccionen e<\/span>ntre ells i amb l\u2019ambient,<\/span>\u00a0i on cada un aporta una petita part al fenotip.\u00a0<\/span>Aquests<\/span>\u00a0gens,\u00a0<\/span>majorit\u00e0riament presenten baixa penetraci\u00f3<\/span>,\u00a0<\/span>expressivitat<\/span>\u00a0variable<\/span>\u00a0i<\/span>\u00a0\u00a0<\/span>pleiot<\/span>ropisme<\/span>\u00a0de forma que hi ha molts models<\/span>\u00a0de disl\u00e8xics i\u00a0<\/span>que cada\u00a0<\/span>disl\u00e8xic<\/span>\u00a0por tenir una combinaci\u00f3 particular de variants d\u2019aquest gens<\/span>.\u00a0<\/span>Molts d\u2019aquest<\/span>s<\/span>\u00a0gens tenen variant<\/span>s<\/span>\u00a0que tenen efecte protector dels trastorns i altres varian<\/span>t<\/span>s que augmenten el risc de patir<\/span>-<\/span>lo.\u00a0<\/span>Bona part d\u2019ells tamb\u00e9 han estat relacionats amb\u00a0<\/span>els\u00a0<\/span>altres trastorns<\/span>.\u00a0<\/span>\u00a0De molts d\u2019ells sabem<\/span>\u00a0que\u00a0<\/span>tenen efecte sobre\u00a0<\/span>\u00a0els\u00a0<\/span>processos<\/span>\u00a0de migraci\u00f3 neuronal,<\/span>\u00a0de creixement ciliar i\u00a0<\/span>axonal<\/span>,\u00a0<\/span>de correcta laterali<\/span>t<\/span>zaci\u00f3<\/span>\u00a0i\u00a0<\/span>que\u00a0<\/span>poden influir en modificar la plasticitat neuronal<\/span>.\u00a0<\/span>\u00a0<\/span><\/p>\n

Els estudis de\u00a0<\/span>neuroimatge<\/span>\u00a0tant anat\u00f2mics com funcionals (<\/span>RMN, PET<\/span>...)\u00a0<\/span>estan<\/span>\u00a0p<\/span>ermetent la determinaci\u00f3\u00a0<\/span>d\u2019<\/span>endofenotips<\/span>,\u00a0<\/span>\u00e9<\/span>s\u00a0<\/span>a dir<\/span>,\u00a0<\/span>definir quines alteracions<\/span>\u00a0neurol\u00f2giques<\/span>\u00a0<\/span>condicionen\u00a0<\/span>certes<\/span>\u00a0disfuncions<\/span>\u00a0i<\/span>,<\/span>\u00a0<\/span>fins i tot<\/span>,<\/span>\u00a0quines alteracions gen\u00e8tiques suposen\u00a0<\/span>determinades<\/span>\u00a0alte<\/span>racions del funcionament neurol\u00f2<\/span>gic.\u00a0<\/span>Aquest ser\u00e0\u00a0<\/span>un cam\u00ed per\u00a0<\/span>diagnosticar millor i tractar amb m\u00e9s precisi\u00f3.<\/span>\u00a0<\/span><\/p>\n

El\u00a0<\/span>model\u00a0<\/span>que hem posat en marxa<\/span>\u00a0<\/span>a Lleida<\/span>\u00a0\u00e9s\u00a0<\/span>habitual a<\/span>\u00a0<\/span>molts pa\u00efsos europeus i A<\/span>m\u00e8rica<\/span>\u00a0del Nord<\/span>. C<\/span>onsideren clau el paper dels\u00a0<\/span>sistema<\/span>\u00a0sanitari i el treball interdisciplinari (salut, ensenyament i serveis socials) en la detecci\u00f3 i l\u2019abordatge del trastorns d\u2019aprene<\/span>n<\/span>ta<\/span>t<\/span>ge.\u00a0<\/span>Per exemple, a<\/span>l seu\u00a0<\/span>informe de 2018\u00a0<\/span>l\u2019Haute<\/span>\u00a0<\/span>Autorit\u00e9<\/span>\u00a0de\u00a0<\/span>Sant\u00e9<\/span>\u00a0de Fran\u00e7a\u00a0<\/span>ressalta<\/span>\u00a0que\u00a0<\/span>l\u2019objectiu \u00e9<\/span>s intervenir<\/span>\u00a0de\u00a0<\/span>forma primerenca per a evitar o minvar els\u00a0<\/span>conseq\u00fc\u00e8ncies<\/span>\u00a0funcionals i en ocasions psico<\/span>l\u00f2giques<\/span>,<\/span>\u00a0i\u00a0<\/span>que\u00a0<\/span>\u00e9s\u00a0<\/span>necess\u00e0ria<\/span>\u00a0una intervenci\u00f3 diagn\u00f2<\/span>stica<\/span>\u00a0i\u00a0<\/span>terap\u00e8utica<\/span>\u00a0 en<\/span>\u00a0<\/span>general pluridisciplin\u00e0ria i una estreta coordinaci\u00f3 amb\u00a0<\/span>ensenyament<\/span>,\u00a0<\/span>professionals<\/span>\u00a0de la salut i\u00a0<\/span>fam\u00edlies<\/span>\u00a0(2<\/span>)<\/span>.\u00a0<\/span>Un informe similar de l\u2019autoritat sanit\u00e0ria d\u2019It\u00e0lia\u00a0<\/span>fa \u00e8mfasi en el fet<\/span>\u00a0que \u201cel pediatra de\u00a0<\/span>fam\u00edlia<\/span>\u00a0representa doncs una figura<\/span>\u00a0<\/span>central i determinant en el reconeix<\/span>e<\/span>ment preco\u00e7 de les dificultats\u00a0<\/span>d\u2019apre<\/span>nentatge<\/span>\u00a0i en l\u2019activaci\u00f3 de circ<\/span>uit diagn\u00f2stic i de recuperaci\u00f3<\/span>\u201d<\/span>(8<\/span>)<\/span>.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Finalment,<\/span>\u00a0<\/span>i<\/span>\u00a0per qu\u00e8 venen els adults<\/span>\u00a0a la consulta de disl\u00e8xia<\/span>? Alguns simplement per entendre la seva forma de funcionar, altres per que encara ara els cal\u00a0<\/span>un diagn\u00f2stic\u00a0<\/span>per motius laborals o d\u2019estudis (universitaris, per exemple, opositors, carnet de conduir..).<\/span>\u00a0<\/span>I els\u00a0<\/span>professionals<\/span>\u00a0de la medicina poden ser disl\u00e8xics? Per qu\u00e8 no?<\/span>\u00a0El HNS (Health National Service)\u00a0<\/span>ha editat un manual per metges\u00a0<\/span>amb disl\u00e8xia<\/span>\u00a0(9)<\/span>\u00a0i la BMA (<\/span>British<\/span>\u00a0Medical\u00a0<\/span>Association<\/span>) una guia per estudiants de medicina<\/span>\u00a0(10)<\/span>.<\/span>\u00a0<\/span>De fet els<\/span>\u00a0<\/span>estudis de medicina ten<\/span>en<\/span>\u00a0un perfil que poden lligar amb els punts forts de molts disl\u00e8xics.\u00a0<\/span>Un estudis\u00a0<\/span>cient\u00edfics<\/span>\u00a0en els que poden ser molt \u00fatils l\u2019orientaci\u00f3 espaial, la visi\u00f3 en tres dimensions, el\u00a0<\/span>treball<\/span>\u00a0<\/span>cooperatiu<\/span>, habilitats manuals, capacitat d\u2019esfor\u00e7..., tots ells\u00a0<\/span>punts fort de molts disl\u00e8xics. El perfil t\u00edpic del metge\u00a0<\/span>disl\u00e8xi<\/span>c<\/span>\u00a0\u00e9<\/span>s\u00a0<\/span>a<\/span>quell que va tenir m\u00e9s pr<\/span>o<\/span>blemes a la prim\u00e0ria que a la universitat. I\u00a0<\/span>com haur\u00e0 estat el seu pas per la facultat? I els continua influint a la seva vida<\/span>\u00a0professional?<\/span>\u00a0Queda un bon cam\u00ed per rec\u00f3rrer.<\/span>\u00a0<\/span><\/p>\n

Bibliografia utilitzada<\/span>\u00a0<\/span><\/p>\n

    \n
  1. Butllet\u00ed M\u00e8dic n\u00ba89 juliol 2011<\/span>\u00a0<\/span><\/li>\n
  2. Haute<\/span>\u00a0<\/span>Aautorite<\/span>\u00a0de la\u00a0<\/span>Sant\u00e9<\/span>\u00a0<\/span>Comment<\/span>\u00a0<\/span>am\u00e9liorer<\/span>\u00a0<\/span>le<\/span>\u00a0<\/span>parcuurs<\/span>\u00a0de\u00a0<\/span>sant\u00e9<\/span>\u00a0d\u2019un\u00a0<\/span>enfant<\/span>\u00a0<\/span>avac<\/span>\u00a0des\u00a0<\/span>troubles<\/span>\u00a0<\/span>dys<\/span>? (<\/span>D\u00e9cembre<\/span>\u00a02017)\u00a0<\/span> https:\/\/www.has-sante.fr\/jcms\/c_2822893\/fr\/comment-ameliorer-le-parcours-de-sante-d-un-enfant-avec-troubles-specifiques-du-langage-et-des-apprentissages\u00a0<\/span><\/a><\/li>\n
  3. Social\u00a0<\/span>and<\/span>\u00a0<\/span>Emotional<\/span>\u00a0<\/span>Problems<\/span>\u00a0<\/span>Related<\/span>\u00a0to\u00a0<\/span>Dyslexia<\/span>\u00a0<\/span>http:\/\/www.ldonline.org\/article\/19296\/<\/span><\/a>\u00a0<\/span><\/li>\n
  4. The<\/span>\u00a0<\/span>impact<\/span>\u00a0of dislexia\u00a0<\/span>on<\/span>\u00a0<\/span>puipils<\/span>\u00a0<\/span>self-esteem<\/span>\u00a0<\/span>https:\/\/onlinelibrary.wiley.com\/doi\/abs\/10.1111\/j.1467-9604.2010.01442.x<\/span><\/a>\u00a0<\/span><\/li>\n
  5. http:\/\/www.acd.cat\/wp-content\/uploads\/2014\/04\/PRODISCAT_PEDIATRIC_web.pdf<\/span><\/a>\u00a0<\/span><\/li>\n
  6. Aquest estudi presentat a la\u00a0 VII Jornada Multidisciplin\u00e0ria Societat Catalana de Pediatria<\/span>\u00a0<\/span>Neurodesenvolupament<\/span>, aprenentatge i frac\u00e0s escolar: la diversitat oblidada<\/span>\u00a0( Novembre 2017)\u00a0<\/span>http:\/\/www.academia.cat\/files\/425-11164-DOCUMENT\/VIIResumJornadaMultidisciplinariaSCP.1.pdf<\/span><\/a>\u00a0<\/span><\/li>\n
  7. Manifest del Grup de Treball dels Trastorns de l\u2019aprenentatge de la Societat Catalana de Pediatria<\/span> http:\/\/www.scpediatria.cat\/?p=page\/html\/detall_grup_treball\/0029<\/span><\/a>\u00a0<\/span><\/li>\n
  8. La <\/span>dislessia<\/span>\u00a0evolutiva e\u00a0<\/span>il<\/span>\u00a0medico di\u00a0<\/span>famiglia<\/span>\u00a0<\/span>\u00a0<\/span>https:\/\/www.aiditalia.org\/Media\/SezioniLocali\/venezia\/dislessia%20e%20medico%20di%20famiglia%202016.pdf<\/span><\/a>\u00a0<\/span><\/li>\n
  9. Practical<\/span>\u00a0<\/span>guidance<\/span>\u00a0<\/span>for<\/span>\u00a0<\/span>doctors<\/span>\u00a0<\/span>with<\/span>\u00a0<\/span>Dyslexi<\/span>a<\/span><\/b>\u00a0<\/span><\/b> https:\/\/improvement.nhs.uk\/resources\/practical-guidance-for-doctors-with-Dyslexia\/<\/span><\/a>\u00a0<\/span><\/li>\n
  10. Studying<\/span>\u00a0<\/span>with<\/span>\u00a0<\/span>dyslexia<\/span> https:\/\/www.bma.org.uk\/advice\/career\/studying-medicine\/common-challenges-while-studying\/studying-with-dyslexia<\/span><\/a>\u00a0<\/span><\/li>\n<\/ol>\n

     <\/p>\n

    \"Imagen<\/p>\n

    Figura 1: Migraci\u00f3 neuronal al bloquejar l\u2019expressio de tres gens relacionats amb la disl\u00e8xia\u00a0 KIAA319, DCDC2 y DYX1C1 .<\/strong>(Paracchini et al., 2007) Paracchini, S., Scerri, T., & Monaco, A. P. (2007). The Genetic Lexicon of Dyslexia. Annual Review of Genomics and Human Genetics<\/em>, 8<\/em>(1), 57\u201379. https:\/\/doi.org\/10.1146\/annurev.genom.8.080706.092312<\/p>\n

    \"Imagen\"Imagen\"Imagen<\/p>\n

    \"Imagen\"Imagen<\/p>\n","protected":false},"excerpt":{"rendered":"

    Josep Llu\u00eds Cruz\u00a0(MFiC) ABS Rambla Ferran i\u00a0 Lidia Sanz (Pediatra) ABS Ser\u00f2s\u00a0 Membres del Grup de Treball de Trastorns de...<\/p>\n","protected":false},"author":1,"featured_media":1402,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[28],"tags":[],"class_list":["post-1401","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion"],"acf":[],"yoast_head":"\nDisl\u00e8xia: els temps estan (i els estem) canviant - Col\u00b7legi Oficial de Metges de Lleida<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.comll.cat\/es\/dislexia-els-temps-estan-i-els-estem-canviant\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Disl\u00e8xia: els temps estan (i els estem) canviant - 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