LIVRO INFANTIL INCLUSIVO COMO INSTRUMENTO DE MEDIAÇÃO PARA A AQUISIÇÃO DA LINGUAGEM DE CRIANÇAS COM DEFICIÊNCIA

Abstract

In view of the interfaces between special and inclusive education and the acquisition of language mediated by children's literature, we present an inclusive children's book as a mediation tool for the acquisition of language by children with disabilities, who have little access to this powerful resource. We start from a qualitative, experimental aspect of a broader study on inclusive children's books as a pedagogical resource in the literacy process of children with visual impairment. In this article, we investigate the technical specifications of layout and writing necessary for a children's book to be considered inclusive and develop a book following these criteria. Two children with visual impairment participated in the research, who had reading meetings mediated by three inclusive books made by hand and which served as a model for the development of a fourth book, this one illustrated, printed and edited in a print run of 1,000 copies. The results indicate that if a children's book is developed following the appropriate technical specifications, it becomes accessible to a greater number of children, not only those with visual impairment, but also those with autism and intellectual disabilities.