Inclusão escolar de alunos com necessidades educativas especiais no ensino regular: uma abordagem a partir das percepções e práticas pedagógicas dos professores e gestores da Escola Primária Completa de Guebo, cidade de Maputo (2024)

Abstract

The inclusion of students with Special Educational Needs in regular classes presupposes that learning occurs in the same school space as regular students. Given this premise, the present study aims to analyze the perceptions and pedagogical practices of teachers and managers regarding the inclusion of students with Special Educational Needs in regular classes at the Guebo Complete Primary School. To this end, a qualitative approach was used, employing semi-structured interviews, document analysis, and observation as data collection techniques. As for the study participants, students, teachers, and managers were involved. Convenience sampling was used for their selection. The results of the study indicate, on the one hand, that the inclusive forms adopted consist of allocating students with Special Educational Needs to regular classes regardless of the severity of the need, disability, or limitation that the student may have. On the other hand, the teaching resources available at the school do not meet the learning needs of the students enrolled there. Despite this, they appear relevant because not all classes have a sign language interpreter, and in other classes they resort to the use and creation of posters with alphabet letters on cardboard and small words. Finally, it is concluded that teachers adopt multiple pedagogical practices conducive to the school inclusion of students in order to address the diversity of learning styles and rhythms present in the students. In view of the conclusions, it is suggested that more teaching resources be acquired to meet the various special educational needs that are observed in students with Special Educational Needs enrolled in the school, and continuous training and capacity building of teachers and managers with a view to developing inclusive pedagogical skills to address the problem of school inclusion of students with SEN in the school(TRADUÇÃO)