THE STUDENT'S LITERACY PROCESS WITH DOWN SYNDROME AT SCHOOL Priscila Oliveira Alves

Abstract

This article deals with the theme of the literacy process of the student with Down Syndrome in the inclusive school in the initial years, as well as the difficulties faced by the student and the teachers in the school context. The strategies of literacy in the school routine of the student with Down syndrome are described, based on the literacy presuppositions of Maria Teresa C. Troncoso as well as the references of the Special Education Secretariat of the Ministry of Education and Culture. It is, therefore, a bibliographical research based on these references that are available on the official websites of the MEC. In structuring this method of reading, both the abilities of people with Down syndrome and their specific difficulties should be taken into account. In this sense, we would say that visual attention, perception and memory are strengths that clearly improve with well-structured work. However, they have significant difficulties in auditory perception and memory, and that in order to teach them to read, it is not necessary to wait for a total mastery of their auditory capacity, since the student can make much progress in reading through more visual and gestural.