Análise das estratégias de inclusão de alunos com necessidades educativas especiais na Escola Secundaria Solidariedade - Cidade de Maputo: caso da deficiência visual (2021-2022)

Abstract

This work addresses the theme of “inclusive education”, the same is delimited in the title: “Analysis of Inclusion Strategies for Students with Needs Special Educational Classes at Escola Secundaria Solidariedade - City of Maputo: Case of Visual Impairment (2021-2022)”. The general objective is to analyze the strategies adopted by Solidarity Secondary School for the inclusion of students with visual impairments. A methodology selected in the research was qualitative-quantitative (mixed), exploratory and study of case. As for data collection techniques and instruments, we used semi-structured interviews. structured. Thus, from a population of 95 individuals, including managers, teachers and visually impaired students at ESS, we extracted through the non- probabilistic method of intentional type, a sample of 10 individuals. The analysis and interpretation of research results was carried out based on the content analysis technique. Therefore, this In this way, we reached three fundamental conclusions, namely: (1) The inclusion process of students with visual impairments at Escola Secundária Solidariedade was born in the first years after its inauguration. And, in numerical terms, until the date of our investigation, the school had around 47 students with special educational needs enrolled, and, Of this number, 30 had some type of visual impairment. On the other hand, we found that the ESS has conditions that many schools do not have, including a Community Resource Center learning for students with visual impairments, thanks to its strategic partnerships that finance and help the school; ( 2) In relation to the strategies adopted by ESS, we see that it adopts a series of inclusion mechanisms, with many of the strategies used come from the strategic education plan, such as: (i) the training of teachers on SEN and inclusion; (ii) the construction of a health resource center learning assistance for students with VI; (iii) offering teaching materials at the dance (iv) promoting a school and classroom culture that perceives, appreciates and adapts to diversity; (v) implementation of school-community collaboration practices; (vi) realization of frequent and systematic assessment, with a special character suited to the needs of each student. Finally, (3) we conclude that inclusion strategies for students with disabilities visual adopted by ESS bring positive impacts, that is, in the order of 100%, as out of 30 students enrolled and with some type of visual impairment at school, none were in failure situation in the years 2021 and 2022 (TRADUÇÃO NOSSA)