Sequência didática para alfabetização de crianças com baixa visão e surdas a partir de atividades lúdicas e manuais.

Abstract

This article aims to present the results of a pedagogical intervention carried out with children with sensory impairments (low vision and deafness) during the literacy process. The proposal consisted of implementing a teaching sequence with 10 activities for each student, considering their sensory and cognitive conditions. Inclusive methodologies and manual, visual, and tactile resources were used as support tools in the literacy process. The results highlight the importance of accessible communication, adapted pedagogical mediation, and playfulness in the development of reading and writing skills. The diagnostic and formative assessment demonstrated significant progress in the students' motor, linguistic, and attitudinal aspects. It is concluded that the teaching sequence can be an important resource for inclusion and learning.