Alfabetização e inclusão: contribuições da família no processo de aprendizagem de crianças com transtorno do espectro autista no 1º ano do ensino fundamental

Literacy is a fundamental stage of schooling, especially during the first years of elementary education, as it involves the appropriation of the writing system and the child's participation in social reading and writing practices. When considering children with Autism Spectrum Disorder (ASD), literacy requires attention to individual differences related to communication, social interaction, attention, interests, information processing, and forms of participation. In this context, collaboration between family and school may contribute to expanding learning opportunities and ensuring continuity of educational experiences across the different environments in which the child participates. This study aimed to analyze the contributions of the family to the learning and literacy process of children with ASD enrolled in the first grade of elementary school. This is a bibliographic study with a qualitative, exploratory, and descriptive approach, based on scientific publications, normative documents, and reference works concerning literacy, language, ASD, inclusive education, and family-school relationships. The literature was organized into four analytical categories: literacy development; learning characteristics of children with ASD; family-school partnership; and inclusive pedagogical strategies. The findings indicate that family participation can contribute to understanding children's characteristics, interests, communication forms, and experiences, as well as supporting continuity of reading and writing practices in different contexts. However, the literature also demonstrates that family participation does not replace the pedagogical responsibility of schools, making collaborative, respectful, and non-blaming relationships essential. It is concluded that inclusive literacy requires flexible pedagogical planning, meaningful practices, diversified resources, systematic monitoring, and continuous communication between school and family.