Alfabetização de alunos com deficiência intelectual no ensino comum: um estudo sobre as práticas pedagógicas

Abstract

This research constitutes a course conclusion work, presented to the Degree Course in Special Education at Night. Its general objective is to identify the pedagogical practices developed by regular school teachers in the literacy process of students with intellectual disabilities. As specific objectives, knowing the pedagogical practices developed in the literacy process of these students, as well as verifying the importance of these practices to favor the literacy process of these subjects. The methodology of this work is based on bibliographical research with a qualitative approach. In bibliographical research, the investigation is carried out from scientific works already prepared and published, from 2016 to 2020, making it possible to know and analyze what has already been studied on the researched topic. Data analysis showed that the practices developed in the literacy process of students with intellectual disabilities indicate the importance of making the curriculum more flexible, the relevance of psychomotricity in the literacy process and the importance of the student being the protagonist of teaching, being the builder of its own knowledge, in active methodologies.Thus, this research highlighted the importance of pedagogical practices developed in the literacy process of students with intellectual disabilities. It is necessary to respect the time and cognitive style of each student, as not all children learn in the same way, with the same teaching strategies.