LEGO BRAILLE BRICKS IN SPECIALIZED EDUCATIONAL ASSISTANCE: EXPERIENCE REPORT ON EXPANDED INCLUSIVE PEDAGOGICAL PRACTICES

Abstract

The increase in the enrollment of students with specific educational needs in Brazilian basic education has required the strengthening of inclusive pedagogical practices capable of responding to different forms of learning present in the school environment. In this context, the Specialized Educational Assistance (SEA), carried out in Multifunctional Resource Rooms (MRR), plays an important role in the integral development of students who are the target audience of special education. This study aims to analyze the contributions of LEGO Braille to the development of early literacy in children with Autism Spectrum Disorder (ASD) in Early Childhood Education, within the context of SEA. This is an experience report with a qualitative approach, conducted in a municipal school in Jaboatão dos Guararapes, Pernambuco, involving five children from preschool levels IV and V, aged four to five years, both verbal and nonverbal, diagnosed with ASD. The proposal was implemented over three months following teacher training through the online LEGO Braille Bricks course. Although originally designed for visually impaired students, the resource was resignified as a multisensory strategy to support early literacy, tactile perception, phonological awareness, motor coordination, communication, and social interaction. The results showed greater engagement, increased participation, and advances in letter recognition and social interaction.