INCLUSIVE PEDAGOGICAL PRACTICES IN THE LITERACY OF STUDENTS WITH INTELLECTUAL DISABILITIES: CHALLENGES AND PATHWAYS IN TEACHER TRAINING

Abstract

This article aimed to analyze inclusive pedagogical practices in the literacy of students with intellectual disabilities, reflecting on the challenges faced by schools and the possible pathways in teacher training. The study was characterized as a bibliographic research, based on books, scientific articles, dissertations, and theses published mainly in the last five years, without disregarding classical authors of inclusive education. Databases such as SciELO, Google Scholar, and CAPES Journals were consulted, using descriptors related to literacy, inclusion, and teacher training.The results showed that inclusive literacy is crossed by structural obstacles, such as the lack of consistent teacher preparation, curricular rigidity, and the absence of accessible resources. However, innovative pedagogical practices that contribute to students’ development were also identified, such as the use of playfulness, digital technologies, curricular flexibility, and assessment focused on individual progress. The analysis demonstrated that initial and continuing teacher training is a decisive element for building effective inclusive practices.It is concluded that the literacy of students with intellectual disabilities should not be understood as an isolated task of the teacher but as a collective responsibility that involves consistent public policies, institutional support, and a school culture committed to valuing diversity. Thus, it is reaffirmed that inclusion is not only possible but necessary to consolidate a democratic and transformative school.