Alfabetização de criança com síndrome de down e deficiência intelectual: intervenções educacionais para o favorecimento do processo de apropriação da escrita

Abstract

This study analyzes the effects of personalized educational interventions on the literacy process of a child with Down syndrome, intellectual disability, apraxia of speech, and decreased visual and auditory acuity. The research, conducted at a municipal public school in Itabirito, Minas Gerais, adopted a qualitative approach with a single-case study design and an exploratory-interventional approach, characterizing it as action research. The work was structured in four phases: initial diagnostic assessment, preparatory activities, systematic pedagogical intervention, and final assessment. The study's starting point was the recognition of the child's writing hypotheses, which initially were at a pre-syllabic level, according to the psychogenesis of written language framework. The interventions, carried out between September and November 2024, were designed to address the student's unique needs, based on principles of inclusive education and strategies that fostered the development of phonological awareness and the appropriation of the alphabetic writing system. Weekly activities tailored to the student's specific needs were implemented, including identification of initial and final letters, counting and syllabic segmentation, writing proper names and meaningful words, and association between sounds and graphemes. At the end of the study, it was possible to observe progress in letter tracing, in the child's phonological awareness, and in their transition to the hypothesis of syllabic writing with sound value. The results highlight the importance of pedagogical interventions personalized to the child's needs, focusing on the learning process and not just the final product. Furthermore, action research, in which observation, reflection, and teaching practice worked together, proved effective in the research context, as it allowed for constant adaptations to the student's needs and potential. The psychogenesis of written language, as a theoretical framework, was essential for understanding the hypotheses constructed by the child and planning actions aligned with their stage of development, respecting the unique path of appropriation of the writing system.