摘要：Donnai-Barrow syndrome is a rare hereditary disease that affects several parts of the body. This article is a case study and aims to analyze and discuss the different pedagogical strategies used to teach a student with Donnai Barrow syndrome enrolled in the Early Childhood Education program, in the city of Rio de Janeiro, pointing out significant aspects, the barriers evidenced and possibilities for meeting the specific needs of this student. The research has a qualitative, case-study approach, with a student with Donnai Barrow syndrome, a senior student in Early Childhood Education (EI-5). Data collection was performed through the observations and strategies used by one of the researchers and author of this article, who also acted as a teacher to the student with the syndrome studied. The development of the activities and the connection between the pedagogical strategies used and the specific needs of the student were considered while the data w ere organized. The results indicated 1 ) the planned and articulated actions; 2 ) the constant exchange among the professional which resulted in pedagogical actions articulated between regular classroom teachers and specialists; 3 ) the constant research of the specific educational needs of the student with Donnai Barrow syndrome and the consequent progress and development of this student in the school environment.
