THE CHALLENGE OF INTERDISCIPLINARY PRACTICE IN TEACHING STUDENTS WITH SPECIAL NEEDS WITH LEARNING DISABILITIES

Abstract

This research work addresses the challenge of teaching special students with learning disabilities, realizing that a significant number of them are not even literate, and highlights the main factors that corroborate this deficit in teaching. It defends interdisciplinarity as a transforming methodology and, therefore, an important instrument to support teachers in the act of teaching literacy and/or literacy to students, since it wants their autonomy. Discusses possible solutions to our concerns, based on bibliographical research, and interviews with education professionals and those connected to it. At the end of the research, it is verified that the challenge in the process of teaching students with special needs with learning disabilities is much greater than expected, as it involves several instances, but that it is necessary to keep trying to reach our objectives: to teach literacy and train autonomous citizens.