A alfabetização e letramento de estudantes com deficiência intelectual na perspectiva da educação inclusiva

Abstract

This research paper aims to analyze methodological strategies that contribute to the literacy process of students with intellectual disabilities, to find out how the work developed in the regular classroom with the support of the Specialized Educational Assistance (AEE) classroom has impacted on the literacy results of students with intellectual disabilities; to discuss, based on specific literature, the challenges and possibilities of full literacy for students with intellectual disabilities; to describe how the literacy process of students with intellectual disabilities is carried out in the regular classroom and in the AEE classroom. A bibliographical survey was carried out based on authors such as Carvalho (2005), Cury (2003), Morin (2001), Mantoan (2003), among others. In this way, it is hoped that this research work can contribute to knowledge of new methodological strategies that facilitate the work of teachers in the literacy process of students with intellectual disabilities, so that the teaching-learning process really happens in an effective and inclusive way.