Estratégias de leitura e escrita no AEE para estudantes com deficiência intelectual do ensino médio

Abstract

Intellectual Disability (ID) is a neurological development disorder that appears in childhood and causes intellectual and adaptive deficits, presenting itself as a challenge to school education. This article is the result of research carried out in a state school in the Amazonas, seeking to reflect on reading and writing strategies in AEE for students with ID enrolled in EM. This is done through field research at the aforementioned school, with interviews with two teachers who work in the Specialized Educational Service (AEE) and observations of services in the school's Multifunctional Resources Room (SRM). The analysis of the results is carried out in a qualitative and descriptive way, and the results found show that, despite what the legislation says, the school's resource room is quite lacking, which harms the work of teachers and the engagement of students. The work concludes by inferring that there is indeed the possibility of literacy work for students with ID, with significant learning and inclusion, but that the lack of resources constitutes an obstacle to them receiving the necessary stimuli to advance in their studies.