Alfabetização e letramento de criança com autismo no ensino do segundo período da educação infantil

Abstract

The proposal presented here aims to analyze the inclusive practices of teachers in the literacy process of children with autism in the second period of Early Childhood Education. Understand the concepts and definitions of literacy and literacy, understand the concepts of literacy and learn about autism and regular education at the Municipal Elementary School, in the city of Timon–MA. Starting from the problem: What are the teacher's inclusive practices in the literacy process of children with Autism in the educational process? The research is field and descriptive. To construct the corpus, we used an interview with two teachers during the research period. The theoretical framework of this research is based on the authors: Cruz (2014), Freire (1996), (UNESCO, 1994), Silva and Glat (2017), Menezes (2019 apud Gonçalves, 2020), among others. The results obtained reflect on the work carried out by teachers with children with Autism, the importance of effective reading, the way they learn and how to practice reading and writing. We thus conclude the relevance of inserting these children into a quality school environment, with a good structure and qualified teachers to serve their specialties.