Análise sobre as percepções dos professores do ensino regular na inclusão de alunos com necessidades educativas especiais : caso da Escola Primária do 1 ̊ e 2 ̊ graus de Mateque do Distrito de Marracuene, província de Maputo, 2021-2022

Abstract

One of the pedagogical principles that guides the Mozambican education system is the inclusion of students with SEN in regular classes. Taking this principle into account, this study aims to analyze the inclusion of students with Special Educational Needs based on the perceptions of regular primary school teachers. To this end, a qualitative approach was chosen and data collection instruments used were document analysis, non-participant observation and semi-structured interviews, which were applied to teachers and managers. The study concluded that although teachers adopt different types of strategies, such as placing students at the front of the classroom; using posters and drawings of teaching materials, implementing activities such as stories, games, music and dances in the teaching-learning process and not discriminating in the treatment of students, the inclusion process does not occur effectively since they do not have specific training in Inclusive Education. In addition, school infrastructures do not have the appropriate conditions for inclusion. Given this reality, it is suggested that teachers be trained in Special Educational Needs and that school infrastructures be adapted by building ramps, among other forms of accessibility.