INCLUSIVE EDUCATION AND LITERACY: AN ANALYSIS OF TEACHING FOR CHILDREN WITH ASD

Abstract

This article analyzes the literacy process of children with Autism Spectrum Disorder (ASD), considering the challenges faced and the pedagogical strategies used by teachers to promote inclusive and effective education. Based on authors such as Ferreiro, Freire, Soares, and Brougère, the study discusses the concepts of literacy, reading comprehension, and inclusion, highlighting the importance of practices adapted to the specific needs of students with ASD. The research was conducted through a practical intervention applied in an early childhood education class, with playful activities planned to stimulate language, visual perception, attention, phonological awareness, and logical reasoning. The actions were developed individually, using concrete materials such as emotion dolls, bottle caps with syllables, and syllabic dice, with the aim of making learning meaningful and respecting the pace of each child. The results indicated significant progress in the student's cognitive and social skills, revealing the potential of playful pedagogical practices in the context of inclusive literacy. It is concluded that success in this process depends on planning, sensitive listening, and ongoing teacher training, with a commitment to building a school that values ​​diversity and guarantees the right to learning for all being essential.