Inclusive Literacy Strategies for Students with Learning Difficulties in Early Education
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| Format: | Recurso digital |
| Langue: | anglais |
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Zenodo
2026
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| _version_ | 1866902246373982208 |
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| author | da Rosa Freitas, Lucilene Aparecida |
| author_facet | da Rosa Freitas, Lucilene Aparecida |
| contents | <p>This article examines practical inclusive literacy strategies applied in Brazilian educational environments, focusing on curriculum adaptation, differentiated instruction, emotional safety, and pedagogical inclusion for students with learning difficulties and special educational needs. Drawing from professional experience in classroom teaching, pedagogical coordination, and literacy-focused educational projects, the study discusses how inclusive methodologies may contribute to improved student engagement, academic development, and educational participation.</p> <p>The article also explores the importance of collaborative educational practices involving teachers, families, and school communities in strengthening inclusive educational processes. By integrating practical classroom experience with contemporary discussions on inclusive education and differentiated learning, this work contributes to broader reflections regarding accessibility, educational equity, and human-centered literacy environments in early education.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20384273 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Inclusive Literacy Strategies for Students with Learning Difficulties in Early Education da Rosa Freitas, Lucilene Aparecida Inclusive Education, Literacy Development, Learning Difficulties, Early Childhood Education, Curriculum Adaptation, Differentiated Instruction, Educational Inclusion, Special Education, Autism Spectrum Disorder, Emotional Safety in Learning, Neurodiversity, Human-Centered Education <p>This article examines practical inclusive literacy strategies applied in Brazilian educational environments, focusing on curriculum adaptation, differentiated instruction, emotional safety, and pedagogical inclusion for students with learning difficulties and special educational needs. Drawing from professional experience in classroom teaching, pedagogical coordination, and literacy-focused educational projects, the study discusses how inclusive methodologies may contribute to improved student engagement, academic development, and educational participation.</p> <p>The article also explores the importance of collaborative educational practices involving teachers, families, and school communities in strengthening inclusive educational processes. By integrating practical classroom experience with contemporary discussions on inclusive education and differentiated learning, this work contributes to broader reflections regarding accessibility, educational equity, and human-centered literacy environments in early education.</p> |
| title | Inclusive Literacy Strategies for Students with Learning Difficulties in Early Education |
| topic | Inclusive Education, Literacy Development, Learning Difficulties, Early Childhood Education, Curriculum Adaptation, Differentiated Instruction, Educational Inclusion, Special Education, Autism Spectrum Disorder, Emotional Safety in Learning, Neurodiversity, Human-Centered Education |
| url | https://doi.org/10.5281/zenodo.20384273 |