Introduction:

People with intellectual disabilities have difficulties in communication, language, body scheme and executive functions, due to gaps in their development. Such difficulties bring great impacts on the school learning process, especially in the literacy period. Thus, the teacher needs specific knowledge and inclusive practices that enable progress in school performance and include predictive skills for success in literacy.

Purpose:

To reveal the practical work of educators on the phonic literacy of students with intellectual disabilities.

Methods:

This is a qualitative research, in which 17 educators from a public municipal school in the city of Salvador-BA-Brazil participated. The participants were interviewed through an individual semi-structured interview. All interviews were recorded and transcribed in full, with records being made in a field diary.

Results:

The content analysis of the educators’ statements enabled the identification of three thematic categories: 1. Teacher’s workday; 2. Phonological awareness for literacy; 3. Practical action in the literacy of students with intellectual disabilities.

Considerations:

The educators demonstrated to have experience and knowledge in the phonic literacy of students with intellectual disabilities. Its practices are based on the stimulation of phonological awareness skills, in a playful and diversified way. It is noted the importance of investing in continuing education for teachers, especially aligning knowledge of health and education for an evidence-based practice.

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