Análise da inclusão escolar de alunos com deficiência intelectual no ensino primário: o caso da Escola Primária Completa de Nkomane, distrito da Matola - província de Maputo (2022-2023)

Abstract

The National Education System Law (Law no. 18/2018 of 28 December) of Mozambique reaffirms the State’s duty in organizing and promoting education for all, and has Inclusion, Equity and Equality as educational principles in all subsystems of teaching. Thus, the study with the theme: Analysis of the School Inclusion of Students with Intellectual Disabilities in Elementary Education: The Case of the Nkomane Complete Primary School, district of Matola – Province of Maputo (2022-2023), has as its object of study the inclusion of students with intellectual disabilities. In general, it intends to analyze the process of inclusion of students with intellectual disabilities at the Nkomane Complete Primary School. Specifically, (i) identify the inclusion practices adopted by the Nkomane EPC to respond to the learning needs of students with intellectual disabilities; (ii) describe the main learning difficulties of students with intellectual disabilities at EPC in Nkomane; and (iii) evaluate the forms of family participation in the process of school inclusion of students with intellectual disabilities at EPC in Nkomane. To achieve this, a qualitative approach was used, developed through a case study, comprising a sample of eleven (n=11) elements, two students with intellectual disabilities, five (5) teachers who deal with children with ID, three (3) those in charge of education and one (1) deputy pedagogical director, selected using convenience sampling. Semi-structured interviews and systematic/non-participant observation were used as data collection techniques and content analysis as a data analysis technique. Based on the analysis of the data collected, it was found that the school welcomes children with disabilities, despite not being prepared to meet the educational needs of children with SEM, due to a lack of infrastructure, adequate teaching materials, trained teachers in this area and the weak parental participation in students’ school life. Thus, inclusive education constitutes a challenge that requires a lot of reflection in the academic, social and political context for its advancement.