DESAFIOS DA ALFABETIZAÇÃO DE ALUNOS COM DEFICIÊNCIA NO ENSINO FUNDAMENTAL: CAMINHOS PARA UMA EDUCAÇÃO INCLUSIVA

This article aims to analyze the challenges faced in the literacy process of students with disabilities in elementary education, considering pedagogical practices, public education policies, and the role of inclusive schools. It starts from the premise that literacy goes beyond the decoding of letters and sounds, requiring the construction of meaning, active participation, and attention to the uniqueness of each learner. This is a qualitative research, based on a literature review supported by authors such as Freire (1996), Mantoan (2003), and Brazilian legal frameworks like Law No. 13.146/2015 and the BNCC. Although there have been advances in the field of inclusive education, structural, training, and attitudinal barriers still hinder the access, permanence, and academic success of students with disabilities, especially in the early years of schooling. The study highlights the need for continued teacher training, curricular adaptations, diversified methodologies, and the strengthening of collaborative work among school professionals. It concludes that the right to full literacy for all students depends on a political and pedagogical commitment to a truly inclusive school.