Recursos educacionais e suas contribuições no processo de alfabetização de adolescentes com deficiência intelectual

Abstract

It is well known that the literacy process is challenging for all students, as it requires both the decoding of letters and the construction of meaning, enabling learners to appropriate language and use it functionally and socially. In the case of students with Intellectual Disability (ID), it is understood that they require differentiated stimulation for their learning process. In this context, the general objective of this study was to analyze how Digital Educational Resources can contribute to the literacy process of adolescents with Intellectual Disability. To this end, a pedagogical intervention was developed through digital games with children and adolescents, aiming to suggest possible pathways and encourage self-reflective inquiries in order to understand their socio-educational contexts and promote new learning opportunities. The research involved six teachers from the final years of elementary education and three students from a full-time public school in Campina Grande, Paraíba, Brazil. A qualitative methodology was adopted, and data were collected through questionnaires applied to teachers to understand the use of educational resources in the classroom and to foster reflection on the importance of pedagogical intervention using digital games, with the aim of motivating students and enhancing the possibilities for meaningful learning in the literacy process. A checklist was applied to the students to assess their skills and limitations, and interviews were conducted to understand their individual preferences. In addition, observations during the sessions and the usability of the chosen platform were recorded in a field diary. The information gathered provided a foundation for expanding the research and developing resources, such as a tutorial for teachers on creating digital games using the LearningApps platform. This initiative supports improvements in educational quality and the development of students’ skills. The study revealed that the use of digital games contributed significantly to increasing the interest of students with Intellectual Disability, enhancing their abilities over time, and identifying usability limitations. These findings support the creation of new strategies and reflections to improve literacy outcomes. Thus, the study highlights the importance of mediation and motivation as key elements for success and the development of students’ skills, while also encouraging teachers to reflect on innovative pedagogical practices that foster inclusion and promote new attitudes toward the use of educational technologies.