ALPHABETIZATION LITERACY FOR STUDENTS WITH INTELLECTUAL DISABILITIES: CHALLENGES AND PERSPECTIVES IN ADULT EDUCATION

Abstract

The “Educação de Jovens e Adultos (EJA)” should adopt inclusive pedagogical practices that respect the uniqueness of students, especially those with intellectual disabilities, to ensure effective and meaningful learning. It is crucial to overcome social barriers and invest in the continuous training of teachers, promoting educational environments that develop the autonomy and social integration of these students. Therefore, this article aimed to analyze inclusive literacy practices in the Education of Young and Adults (EJA), discussing the needs and challenges faced by students with intellectual disabilities. Methodologically, this bibliographic research investigated inclusive literacy for young and adults with intellectual disabilities in EJA, using Content Analysis to identify challenges and perspectives in educational inclusion. The research followed rigorous selection and exclusion criteria for articles, ensuring the quality of sources. The results were discussed to provide an updated analysis of the topic, respecting ethical aspects and copyright. Thus, it discusses inclusive approaches for the literacy of students with intellectual disabilities in EJA, emphasizing that literacy should be seen as a complex social phenomenon, not just a mechanical process. It highlights the importance of ongoing teacher training to deconstruct stigmas and adapt practices to the uniqueness of students, fostering an enriching educational environment. Additionally, it underscores the need for public policies that transform educational paradigms, ensuring an inclusive and effective EJA.