Análise das práticas dos professores no processo de ensino-aprendizagem de crianças com deficiência intelectual: estudo do caso da Escola especial N ͦ 2, na Cidade de Maputo

Abstract

This monograph has as its theme: Analysis of Teacher's Practices in the Teaching-Learning Process of Children with Intellectual Disabilities: Case Study of Special School N o. 2, in the City of Maputo, and its general objective is to analyze teacher's practices in the process of teaching-learning of children with intellectual disabilities. The problem results from deficient practices in relationship rules, such as restricting the number of students per class and unequal opportunities between children with intellectual disabilities and normal children, as well as the poor supply of public institutions that welcome children with SEN, which means that, after completing primary education, the child does not find space for continue with their studies. In view of this, it seeks to answer the following question: What are the teachers' practices in the teaching and learning process of children with intellectual disabilities at Escola Especial no 2, Maputo City? The methodology used was the bibliographic technique and semi-structured interview for a population of 18 individuals and a sample of 6 elements through accessibility sampling. Data analysis consisted of transcribing the respondents' responses and then grouping them according to the type of questions and synthesizing the main ideas in Microsoft Office Excel 2010 computer programs. The following results were obtained: the difficulties faced by teachers in the process of teaching-learning and It was concluded that teachers have non-uniform resources and procedures in teaching and learning, the importance of family involvement in the process and the use of audiovisual media to stimulate learning was realized