The purpose of this paper is to determine, in the available literature, interventions/methodologies in the learning process of writing by deaf individuals. The collection was carried out in the LILACS and SCIELO databases; the following search terms were used: "reading", "writing", "learning", "learning disorders" and "bilingualism", always associated with "deafness ". The abstracts of the texts were read, and the following criteria were used for exclusion purposes: those published more than 10 years ago, objectives/methodology that did not favor methodological approaches/intervention for teaching written language to deaf students. Of the selected studies, interventions were discussed and results presented. The results indicated that most authors believe in sign language as the mother tongue of the deaf, and sign language will be the basis for writing for deaf subjects. Strategies to facilitate the acquisition of writing have been identified as: use of visual methods (written texts, pictures, dramatization); conversations in order to provide the social function of writing, use of matters of interest to the deaf; the teacher making the classroom space more conducive to communication situations. It appears, therefore, that studies have been thinking about improvements to teaching/intervention focusing on teaching writing to the deaf, and, furthermore speech language therapy seems to be coming into this area, both clinically and in research.

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