Percepções sobre a inclusão das necessidades educativas especiais na Escola primária completa 25 de Setembro cidade de Maputo

Abstract

Understanding inclusion as a complex social phenomenon, which depends mainly on planning and on the capacity of those involved in the process, this qualitative research work aimed to help clarify and enrich the knowledge of the perceptions and attitudes of some teachers, regarding inclusive education, of the three cycles Basic Education teaching in classrooms of regular schools, in a Cluster of Schools of Moita, and to disclose how the process of inclusion of pupils with special educational needs (SEN) is taking place. Study participants were twelve teachers who had students with SEN in their classrooms. We used individual semi-structured interviews with open questions, for collecting the information, which was examined through content analysis and organized into categories and sub-categories, created a posteriori, from the concept of inclusion. The results showed that teachers are aware of what constitutes an inclusive school, although they show some reservations to the inclusion process. Such reservations are more influenced by the lack of human and material resources, than by factors related to the teachers, in particular, attitudes and inclusive practices and the need for specific training in the area of disability. Teachers find that schools are still not prepared for the implementation of inclusive philosophy.