GAMIFICATION IN LITERACY OF SPECIAL EDUCATION STUDENTS IN THE BEGINNING GRADES

Abstract

In Special Education, literacy and literacy processes must consider the specific learning demands of students, amplifying the challenges of teachers and schools in ensuring an inclusive education. Gamification presents itself as a teaching and learning strategy applicable to literacy and literacy processes in Special Education. The general objective of this study is to discuss gamification strategies in the literacy of students with special educational needs who attend the initial series, observing the approach of inclusive education. This study is characterized as a bibliographic research. The development of this study is based on the importance of seeking to improve the literacy and literacy processes of students with special educational needs who attend the initial series. Gamification presents itself as a space to improve literacy and literacy teaching strategies for students with special educational needs who attend the initial grades.