Attention: You are using an outdated browser, device or you do not have the latest version of JavaScript downloaded and so this website may not work as expected. Please download the latest software or switch device to avoid further issues.
| 16 Feb 2026 | |
| Written by Ligia Cantarellidasilva | |
| Brazil | |
| Teachers' Voices |
READING, WELCOMING, INCLUDING AND TEACHING
My teaching practice stemmed from a transformative personal experience. I am the mother of an autistic boy, Gabriel, and it was while witnessing his challenges with reading that I understood that inclusion doesn't begin with legislation—it begins in the teacher's daily practice.
For Gabriel, reading was not a natural process. It required adaptation, intentional mediation, structured repetition, and, above all, affection. The greatest challenge was not just literacy, but awakening the pleasure of reading. When reading ceased to be accessible, he distanced himself. When it was mediated with sensitivity, he drew closer.
This experience led me to a profound reflection: how many children are considered "uninterested" when, in fact, they have not been pedagogically included?
Thus was born the project “Reading, welcomes, includes and teaches” , aimed at Early Childhood Education in the municipal public school system. The project investigates and implements inclusive reading practices, structured around three pillars:
The initiative involves classroom observation, analysis of barriers to participation, listening to teachers, and reorganizing reading practices to ensure real access for all children, including those with disabilities.
As a result, an Inclusive Reading Guide for Teachers is being developed, with practical strategies, accessible planning models, and guidance based on evidence and field experience.
The impact goes beyond literacy: it strengthens bonds, expands participation, and transforms school culture. Teachers come to understand that inclusion is not about adapting for some, but about planning from the beginning for everyone.
My experience with my son taught me that reading can be an obstacle or a bridge. Today, I choose to transform it into a bridge—so that no child is left behind in the learning process.
Because every student learns when the educator makes a commitment to inclusion.
