SPECIAL AND INCLUSIVE EDUCATION: PEDAGOGICAL PRACTICES FOCUSED ON READING AND WRITING IN PRE-K II

Abstract

Special and inclusive education aims to ensure access, retention, and learning for all students, while respecting their individual characteristics and educational needs. In this context, this study addresses pedagogical practices focused on reading and writing development in the *Pré II* stage (the final year of early childhood education), highlighting the importance of inclusive strategies that foster children's active participation in the initial literacy process. The research is grounded in theoretical frameworks that advocate for education as a universal right and value pedagogical mediation as an essential element in knowledge construction. This is a qualitative study conducted through a literature review, analyzing academic works related to early childhood education, special education, and inclusive language practices. The results demonstrate that the use of diverse methodologies, playful resources, adapted materials, and activities that account for different learning styles contributes significantly to the development of children's reading and writing skills. Furthermore, the study highlights the teacher's role as a mediator in the educational process, promoting experiences that encourage student interaction, communication, and autonomy. It concludes that adopting inclusive pedagogical practices in *Pré II* fosters not only reading and writing skills but also the creation of a welcoming, democratic school environment committed to valuing diversity. Thus, inclusion becomes a fundamental element in ensuring meaningful learning opportunities for all children from the earliest years of basic education.