Azoni, Cíntia Alves SalgadoMedeiros, Elaine Cristina de Moura RodriguesMelo, Francisco Ricardo Lins Vieira de2023-05-232023-05-232017MEDEIROS, E. C. de M. R.; AZONI, C. A. S.; MELO, F. R. L. V. de. Estudantes com dislexia no ensino superior e a atuação do núcleo de acessibilidade da UFRN. Inclusão Social, [S. l.], v. 11, n. 1, 2017. Disponível em: https://revista.ibict.br/inclusao/article/view/4085. Acesso em: 26 abr. 2023.1808-8678 onlinehttps://repositorio.ufrn.br/handle/123456789/52511This article aims to report the accessibility of core experience of the Federal University of Rio Grande do Norte/ UFRN in serving students with dyslexia. The study adopts a qualitative approach and exploratory nature documentary based on institutional regulations and educational records of students with SEN registered in the Accessibility Center, from January to April 2016. The analysis of the documentary corpus points to advances under the policy inclusion of this institution devoted to public. However, reveals the invisibility of the student with dyslexia from the lack of studies and the underreporting of these in the higher education institution. Difficulties in understanding and recognition of dyslexia in clinical and educational context ends up generating an incipient demand for diagnosis and, consequently, to enter the university, the student does not find strategies that could benefit them in their learning process. Thus, accessibility nuclei have key role in awareness work and applicability of inclusion policy in dyslexia.universidadetranstorno específico de leiturainclusãonúcleo de Acessibilidadearticle