PRÁTICAS PEDAGÓGICAS COLABORATIVAS NA ALFABETIZAÇÃO DO ALUNO COM TRANSTORNO DO ESPECTRO AUTISTA

The appropriation of the writing system by students with Autistic Spectrum Disorder (ASD) is a way to facilitate their\udcommunication, peculiar difficulty disorder. This study aimed to investigate and describe the literacy process of a\udstudent with ASD inserted into a common class of mainstream education, observing the strategies used by the teacher\udin the literacy process and collaborative support. They participated in the study, a teacher and a student with Autism\udSpectrum Disorder a public school in São Paulo. For data collection was used the observational technique and initial\udand final interview with the teacher. The results show the difficulty in performing interventions collaboratively.\udHowever, it could be seen a breakthrough in the development of written language by autistic student. It concludes\udthat the credibility on student learning with ASD is the first step in its literacy and literacy, requiring collaborative work\udbetween special education and regular education