REFLECTIONS ON THE LITERACY PROCESS OF A STUDENT WITH FRAGILE X SYNDROME Katia Angélica Bouços, Magda de Almeida Benevides, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

In summary, this work explored the literacy process of a 12-year-old student diagnosed with Fragile X Syndrome, within the context of the Institutional Scholarship Program for Teaching Initiation (PIBID) and implemented in a public school in the city of Santos, in the Specialized Educational Support (AEE) classroom. It emphasized the use of teaching strategies adapted to the individual needs of the student, focusing on phonological awareness, to engage the student and promote his learning in reading and writing. This study aimed to assess the specific challenges faced by the student in the literacy process, explore the effectiveness of adapted pedagogical interventions, and highlight the importance of partnership between educators, support professionals, and families. The methodology adopted included the implementation of pedagogical activities focused on the student's interest and abilities, continuous monitoring by a support professional, and curricular adaptations reflecting the content worked on in the classroom. The results indicated significant progress in the student's syllabic writing phase, demonstrating the ability to associate phonemes with graphemes, although there was still a need for constant support in reading and interpretation. These findings reinforce the importance of inclusive and adaptive educational approaches for students with Fragile X Syndrome, highlighting ongoing challenges and possible progress through student-focused pedagogical strategies. The research contributed to the field of special education with practical insights on the literacy of students with special needs and highlighted the value of PIBID in training educators prepared to address diversity in inclusive educational environments.