Teaching Strategies for Reading, Writing and Mathematics in Special Education

ABSTRACT:

The objective of this study was to analyze the procedures and strategies for teaching, reading, writing, and mathematics in the area of Special Education. For the systematic review, searches were carried out in scientific databases whose analyses took place in the first half of 2023. For reading and writing, the keyword “stimulus equivalence” was added in the refinement. Eleven studies were identified, and the analysis was carried out in full. To analyze the results, the teaching procedures were divided. The studies evaluated were based on collaborative learning strategies, adaptive learning, and program-based learning. The synthesis of the research indicates that, when professionals in the area of Education proposed diversified activities, with multiple examples, in a collaborative format, with significant and contextualized resources for students with disabilities and specific learning disorders and, for the most part, enrolled in regular classes, the students showed advances in the repertoire of reading, writing, and mathematics. In the research, the use of differentiated and accessible strategies for teaching was noted, favoring the learning of academic skills, thus promoting greater engagement, autonomy, and, above all, reducing the need for support.

KEYWORDS:
Stimulus equivalence; Teaching procedures; Educational process