PEDAGOGICAL MEDIATION AND INCLUSIVE RESOURCES: LITERACY POSSIBILITIES FOR STUDENTS WITH DOWN SYNDROME

Abstract

This article aimed to analyze the literacy possibilities for children with Down syndrome in the first year of elementary school, focusing on pedagogical mediation and the use of inclusive resources. The methodology adopted was a bibliographic research with a qualitative approach, based on national scientific publications from the last five years. The results showed that intentional mediation practices, adapted teaching materials, playful strategies, and assistive technologies significantly contribute to the development of reading and writing in children with intellectual disabilities. Furthermore, it was evidenced that teacher training, individualized pedagogical planning, and a welcoming school environment directly impact the effectiveness of literacy practices. The study concludes that building inclusive literacy requires the teacher's committed involvement, creative use of resources, and the strengthening of the bond between school, family, and child. Therefore, it reinforces the importance of a pedagogy that respects individual learning paces, values progress, and recognizes multiple ways of learning.