The treatment requires global a linguistic stimulation and a individualizado attendance that complements the pertaining to school activities. The parents and professors must prevent to reprehend the child. In the pertaining to school context, the professionals must strengthen the pupil of positive form whenever this to obtain to carry through a conquest. In the pertaining to school evaluation, he fits to the professionals to give more emphasis to the verbal expression, to prevent the use of red penxses in the correction of notebooks and tests and to acquire knowledge the pupil of its problem, helping of positive form. One more time, it is important to affirm that the professional whom she deals with the child must have a intent and brought up to date look on the development phase where it meets so that she does not have imperfection in the evaluation process. According to Leonhardt (2006), it is important to differentiate that one that it writes of the instrument used for transcription of the thought.

The writing is conscientious, a coordinate and symbolic act. Already the instrument (the penxs, the pencil, mouse and others) is relativized and transformed. ' ' Who does not write is not nor enslaved. Who does not write is not nor makes the Histria' '. Dislalia the dislalia is me the formation of the joint of fonemas, of the sounds of speaks.

The words are sharp in missed way, omitting, changing, transposing, distorting or adding fonemas or syllabify they. To identify to which the type of the dislalia, the agencies of speak and the hearing must themselves be examined. Three types of dislalia exist: organic, functional and audigena. In the first one, the child presents difficulties to articulate definitive fonemas for alterations in the cerebral neurons or having some me the formation or anomalies in the agencies of speaks. Second, known as dislalia functionary, it is most frequent and it has as characteristic a fonoaudiolgico problem.