GOMES, Luísa    MADUREIRA, Isabel. Functional reading as a process to promote the personal and social autonomy of students with intellectual development disorders. []. , 13, 1, pp.144-178.   28--2023. ISSN 2182-1372.  https://doi.org/10.25757/invep.v13i1.322.

In this study, we sought to understand how the teaching-learning process of students with Intellectual Development Disorder (IDD) is processed, in particular to know the pedagogical concepts and practices that teachers develop, in order to promote reading skills and autonomy as these skills are critical to facilitate integration into societal life.

Framing an interpretive paradigm, the case study focused on data collection techniques comprising document research, interviews and naturalistic observations.

In general terms, the most significant results underline the importance of the special education teacher in the intervention and inclusion of students with IDD, the need for greater collaboration between teachers and technicians and the evident relationship between functional reading and the development of personal and social autonomy.

: Personal and Social Autonomy; Inclusive Education; Functional reading; Intellectual Development Disorder.

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