When entering in the school the child acquires many types of learning, but the expectation biggest is related to the learning of the reading and the writing. The reading and the writing are described as integrant part of the development of the language, is not an isolated learning, it is part of a complex and acquired lingustico process through stages, which are obeyed hierarchically. All this process can be acquired normally by many children whereas others demonstrate a great difficulty in this acquisition. The learning difficulty is a used term in a generalized manner and manifest as difficulty to integrate the symbolic elements perceived in the unit of a word or a phrase and reaches in diverse degrees the reading, the writing, the orthography and the mathematical reasoning. According to Souza (2000), the children who present difficulties in dealing with the sounds of possibly speak will have difficulties in relating these sounds with the letters of the written words.

4 Stefanini and Cruz (2006), they had searched on the conception of the professors on the learning difficulty, and had found three conceptions distinct: difficulty to assimilate the content, difficulty in the reading and writing, and difficulty in relation to the reasoning, that can appear jointly, only two of them or only one. But are considered difficulties reversible, according to professors. Exist few studies that relate the face deformities? labiopalatinas fictions? to the learning difficulties. Broder; Richman and the Mathesons (1998) had investigated the frequency of learning difficulty, the level of pertaining to school accomplishment and the frequency of retention of the classroom in children with fictions. The results had evidenced that these children have a tax disproportionately raised of learning difficulty, retention and low a tax of pertaining to school income. The academic performance and the influence of the expectations of the professor are primordial questions in the relation between the fiction and the school. .