Os desafios da educação Inclusiva nas escolas regulares Moçambicanas

NhlokoMhaka: Mimpshampsha ya vujondzisi ra mpatsanu esvikolweni sva ximfumu tikweni la Musambiki

Abstract

The challenges of inclusive education in Mozambican mainstream schools

ABSTRACT: According to school inclusion policies, schools must accept and include all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions, in the teaching and learning process. In 1994, in Salamanca, Spain, UNESCO set out a vision of education for everybody. On the other hand, the United Nations Declaration on the Rights of the Child (UNICEF, 1998) advocates inclusive education for children within a framework of equal opportunities. This is why we emphasize teacher training and capacity building as the strategic principle for effective school inclusion. Vasconcelos (2012) states that all teachers need specialized professional knowledge about different types of disabilities and learning difficulties, competencies and skills for teaching these students, as well as psycho-pedagogical strategies and abilities to assist and support them. However, it turns out that almost the majority of teachers trained to teach in primary schools in Mozambique are not trained to deal with students with special educational needs. In order to successfully implement inclusive education in Mozambique, it is necessary to have qualified and prepared teachers so that this does not result in failure. The aim of this paper is to reflect on the challenges of inclusive education in Mozambican mainstream schools. The study is qualitative and descriptive in nature. It reviews the literature and compares the ideas of different authors on Inclusive education in Mozambican schools.

Keywords: inclusive education; Special Educational Needs;