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Orientador(es)
Resumo(s)
Literacy assumes a special relevance in human life. However, the conventional literacy concept is limited and often not accessible to some students with disabilities, such is the case of children with profound intellectual and multiple disabilities (PIMD). Given the specific nature of these children, this chapter develops the idea of inclusive literacy and explores the concept of the multi-sensory stories (MSS) as a strategy that can help children with PIMD to develop communication and literacy skills. The chapter is organized in two parts. The first investigates the concept of literacy and explores the idea of inclusive literacy and the role that MSS can play in the development of communication and literacy skills. The second is based on a research project carried out in Portugal, which shows how the use of the MSS can help children with PIMD to develop communication and literacy skills. This chapter is integrated in the theme learning and teaching how to read and aims to promote a reflection about literacy and its teaching to children with PIMD.
Descrição
Palavras-chave
Literacy Students Disabilities
Contexto Educativo
Citação
Nunes, C., & Oliveira, N. D. (2022). Developing Communication and Inclusive Literacy Skills Among Children With Profound Intellectual and Multiple Disabilities: The Role of Multi-Sensory Storytelling. In A. Almeida, & S. Esteves (Ed.), Modern Reading Practices and Collaboration Between Schools, Family, and Community (pp. 125-154). IGI Global. https://doi.org/10.4018/978-1-7998-9750-7.ch006