CURRICULAR ADAPTATION FOR LITERACY OF THE AUTISTIC STUDENT

Abstract

This article presents the result of a literary review research on literacy, through the curricular adaptation of students with autism. Literacy has become a challenge for educators and curricular adaptation a methodological tool in the teaching and learning process of included students. The concern for writing this research arose from the analysis of / in / about the daily life of schools that serve these students with disabilities. As a method, the official, federal and international inclusion documents were used in the theoretical light of Cunha (2011), Orrú (2012), Zanon (2014), among others that discuss the themes on curricular adaptation, literacy, autism and inclusion school. As a result, it was noticed that much has been discussed about the inclusion of students with autism in Brazil. However, in practice, educators find it difficult to develop and adapt activities for these students. Finally, it is considered that the development of learning by autistic students does not match the objectives proposed in the current laws, whether due to lack of investments, teacher training and specific teaching materials that permeate everyday reality.