ALFABETIZAÇÃO E DEFICIÊNCIA NO ENSINO FUNDAMENTAL: DESAFIOS PARA A PRÁTICA PEDAGÓGICA INCLUSIVA

This article investigates the challenges faced by students with disabilities in the literacy process in elementary education, highlighting the pedagogical, attitudinal, and institutional barriers that hinder the effective implementation of inclusive education. Based on a qualitative literature review, the study emphasizes the importance of accessible pedagogical practices, individualized planning, and continuous teacher training capable of meeting the needs and unique characteristics of these students. Strategies that value listening, mediation, and the use of inclusive teaching resources are discussed, presented as essential instruments to guarantee the right to literacy. The article also highlights the role of social awareness and the engagement of the entire school community, including families, teachers, and administrators, in building more equitable and welcoming educational environments. It concludes that the inclusion of students with disabilities requires not only institutional commitment but also effective public policies, the valuing of diversity, and the promotion of a school culture that recognizes and respects differences, thus ensuring full access to learning for all students.