Indicadores sobre alfabetização e letramento de crianças com deficiência intelectual matriculadas na escola regular

Abstract

The objective of this study was to identify and systematize indicators related to practices that can favor the initial reading instruction and literacy processes of children diagnosed with intellectual disabilities, enrolled in regular schools. We understand that initial reading instruction and literacy processes are inseparable, as the more specific practices of teaching the alphabetic code must be linked to the socialpractices of reading and writing.To achieve this objective, a systematic review was carried out with criteria and search strategies that considered the quality of a literature review and its implications for future research and educational practice. The main extracted indicators were: use of curricular adaptations, flexibilization and differentiation; teacher mediation as a fundamental action for the pedagogical practice with these students; collaboration between special support and general teachers for the construction of practices with an inclusive perspective and pedagogical practices that consider different characteristics and ways of accessing knowledge, among other aspects. We conclude that the studies problematize issues related to the field of didactics, with special attention to teacher training, whether initial or continuing education. However, some studies point to the need for developing the teaching action, considering the specificities of these children so that they prioritize elements to promote their participation in general classroom activities.