Computerized games sequency for written language acquisition in special education

School, on its initial grades, has writing and reading as a main goal. Parents anxiously expect their children to acquire these abilities. These expectatives are a problem to children who don´t have the expected performance, which reduces their self-steem and contributes to giving up learning. If a child in process of written acquisition presents any physical disability, even a small one, the situation gets worse. If the deficiency is serious, it is more easily recognised and the students have the opportunity to receive special treatment. If it is a small deficiency, it tends not to be recognised and is frequently taken as stubbornness or lack of interest. This article presents a sequence of computational games, directed by an specific didactic process, which respects individual particularities of each child, with peripheral adapted to motor difficulties, which allows the alphabetization of children with learning difficulties.