Unveiling challenges: Inclusive literacy of children with intellectual disabilities in the Brazilian school context

The literacy of children with intellectual disabilities in mainstream education faces numerous challenges, requiring specific strategies on the part of teachers to overcome such obstacles. The main objective of this study is to analyze and understand thesechallenges, highlighting the disparity between inclusive guidelines and educational practice. It is intended to identify and discuss the conceptions of teachers, their adequate training and the stigmas that directly impact the learning of these children. Based on the Historical-Cultural approach, this work used the methodology of bibliographic research, with searches in Google Scholar and Scielo, using keywords "pedagogical practices", "intellectual disability", "literacy" and "school inclusion". A total of 311 articles were selected, considering inclusion criteria that encompass pedagogical practices in regular education and Historical-Cultural theory. The exclusion criteria applied were articles that did not deal with ID, did not address the Historical-Cultural theory and did not deal with pedagogical strategies in regular education. The results indicate that the challenges faced by these children range from stigmatization to cognitive and neuropsychomotor barriers. Although inclusive legislation exists, the practice often reveals a pseudo-inclusion, highlighting the need for educational planning that considers the pedagogical diagnosis and the particularities of each student. The Collaborative Teaching strategy, which promotes the partnership between Special Education and common classroom teachers, proves to be effective in overcoming these barriers. Inclusive pedagogical practices should involve the use of varied resources, playful activities and concrete materials, such as literacy games, as well as the incorporation of educational technologies and the exploration of contexts outside the classroom. Pedagogical mediation and the use of Digital Information and Communication Technologies are essential, as well as daily literate practices, including reading books, newspapers and magazines. Planning that respects students' rhythms and incorporates challenging processes is crucial for a truly inclusive education