Alfaletramento: planejamento educacional individualizado mediado por tecnologias para o ensino de jovens e adultos com deficiência intelectual

Abstract

The research is part of the scope of studies focused on teaching practices for young people and adults with intellectual disabilities from the perspective of educational inclusion. The general objective was to analyze which practices, in the social context of their generation, can favor the learning of reading and writing by young people and adults with intellectual disabilities. To meet the general objective, the study had the following specific objectives: To articulate a proposal for continuing education for teachers incorporating digital tools that assist in the teaching-learning process of young people and adults with ID; To develop Individualized Educational Plans for literacy, under the bias of technological mediation and the principles of Universal Design for Learning, based on case studies; To monitor and analyze the implementation of the PEI for young people and adults with intellectual disabilities, aiming at the development of literacy skills in Elementary School; To evaluate the efficiency and significance of the course's educational proposal and its impacts. The research was conducted based on the action research methodology, using the case study as a source for collaborative work between the researcher and the student, with the extension course entitled “Literacy and literacy of people with intellectual disabilities under the PEI perspective”, offered by the Faculty of Education of the State University of Rio de Janeiro (UERJ), as the locus. The data obtained allowed us to conclude that the training with teachers, with a view to seeking possibilities for students to appropriate the literate culture through the principles of Universal Design for Learning (UDL), contributed to the humanization and democratization of the inclusive process, without failing to make visible each context and realities that should serve as sources of critical observation.