摘要：The article aims to discuss, based on a study of children with mental disabilities caused by Down syndrome, some possibilities for working with oral and written language, using other tools - music, painting, theater and photography - for teachers’ work with these children in elementary school. We explore some tools that would help guarantee another way of working with reading, writing, perception, emotion, among other linguistic characteristics of children as they leave kindergarten, which can be lost when they are submitted the inflexible practices often imposed in elementary school.
其他摘要：The article aims to discuss, based on a study of children with mental disabilities caused by Down syndrome, some possibilities for working with oral and written language, using other tools - music, painting, theater and photography - for teachers’ work with these children in elementary school. We explore some tools that would help guarantee another way of working with reading, writing, perception, emotion, among other linguistic characteristics of children as they leave kindergarten, which can be lost when they are submitted the inflexible practices often imposed in elementary school.
