The use of the Luz do Saber software for teaching literacy to children with Intellectual Disabilities

Abstract

In this article, we analyze the relationship between the pedagogical mediation of the Specialized Educational Assistance (SEA) teacher, through the use of the Luz do Saber Software, and the appropriation of the Alphabetic Writing System (AWS) by children with Intellectual Disability (ID). The collaborative approach was adopted as a methodological procedure, alternating collaborative planning meetings and observations of intervention sessions. Three SEA teachers (P1, P2, P3) who accompanied children with ID (C1, C2, C3) participated, using the Luz do Saber Software. Among the results obtained, it was verified that the collaborative plans, under the coordination of the researcher, alternated with the observations carried out in the SEA, allowed the teachers to reflect on the principles of an intentional and meaningful mediation. It is concluded that the software, together with the mediating actions of the teachers, can favor the appropriation of AWS, in addition to developing the autonomy of children with ID.