Alfabetização e letramento de crianças com deficiência intelectual

Abstract

In the research to which this article refers, we sought to answer the following question: what are the main barriers faced by students considered with disability in your school career, especially with regard to literacy? To answer it, the main goal of the study carried out was to analyze the main barriers encountered by these students in their schooling processes, with a special focus on the literacy and reading literacy process. Data collection in research characterized as a case study, carried out in a municipal school in Três Lagoas-MS, was based on na interview. As a theoretical reference for methodology, we used Deslandes, Neto and Gomes (2019) and Patias and Hohendorff (2019). For literacy and reading literacy, Souza (2006) and Menezes (2007) and for discuss inclusion, Mantoan and Lanuti (2022). For data analysis, we gathered all the material for study and as a main result we realized that the barriers attitudinal are the most frequent in schools and are directly related to organization of teaching and development of activities. This has been the major exclusion factor for students with intellectual disabilities participating in the study. The research results lead us to affirm the need for training teacher aligned with inclusion so that we abandon stereotypes and concepts popular groups that end up perpetuating the culture of prejudice and exclusion in schools.