Alfabetização da criança com deficiência intelectual: um olhar para a escrita no contexto inclusivo

Abstract

The research on basic literacy of students with intellectual disability (ID) highlight a narrow relationship between basic literacy and broadening of the participation of these subjects in the core of literate societies. The present work aims at investigating the process of written language acquisition of students enrolled in an elementary school class, with emphasis on the child with Down Syndrome (DS), using a pedagogical intervention. The work substantiates itself under the optic of the social qualitative research, using data collection instruments such as observations, field diaries, interviews and voice and video recordings, as well as a bibliographic search which sought to concatenate the findings wit the observed data. The locus of the investigation is a fourth-grade class from elementary school from a regular school institution, located in the city of Natal. The class has two teachers and nineteen enrolled students, having a girl with DS. The results showed to us that the girl is at the brink of a qualitative leap to understand the variations of the quantitative letters and realization of spelling adjustments, such as the majority of children from the class who do not have deficiencies. We infer that kids with or without DS have similar paths on the process of acquisition and construction of written language, needing their subjectivities and capabilities to be considered in the evaluative process of basic literacy.