Análise das práticas psicopedagógicas na educação de alunos com deficiência intelectual: estudo de caso da Woodrose International School na cidade de Maputo

Abstract

This monograph is part of the final project for the Bachelor's degree in School Psychology and Special Educational Needs and aims to analyze psychopedagogical practices in the education of students with intellectual disabilities at Woodrose International School. This is a qualitative study with a sample of 10 participants: five psychologists and five teachers from the aforementioned school. Data collection was conducted through a semi-structured interview. However, it was found that flexibility and continuous evaluation are essential in the implementation of pedagogical practices, as what works for one student may not work for another. However, to maximize the formal education of students with intellectual disabilities, teachers can implement specific pedagogical practices such as designing instruction based on the student's current capabilities rather than their age; periodically reviewing individualized educational plans; combining demonstration, guided practice, and independent practice with gradual support; and combining observations and progress records. And ensure the registration and respectful participation of family members.