LITERACY OF NEURODIVERGENT CHILDREN

Abstract

By addressing the implications regarding the literacy of children with neurodivergent aspects in school, this article aimed to contribute to an analysis and understanding of educational practices.. To do this, it is necessary to analyze ideas, theories and opinions recorded in academic studies that reflect on the teaching and learning process. According to a qualitative methodology, carried out through a bibliographic search, it was possible to expand the range of existing knowledge. It was evident that the use of games, in addition to making classes more interactive, results in the development of writing and reading skills by students, and teachers who use these strategies are able to adapt the activities according to the needs. of children, allowing gradual and adapted development.