Análise da eficácia das estratégias pedagógicas dos professores em exercícios na inclusão dos alunos com necessidades educativas especiais auditivas: o caso da Escola Básica Matola A, Distrito da Matola - Província de Maputo (2023-2024)

Abstract

The present work is titled:: Analysis of the Effectiveness of In-Service Teachers' Pedagogical Strategies for the Inclusion of Students with Hearing-Related Special Educational Needs: The Case of Matola "A" Elementary School, Matola District, Maputo Province (2023-2024). The starting question is: What strategies are used by teachers at Matola "A" Elementary School to include students with hearing-related special educational needs? The general objective was to analyze the effectiveness of in-service teachers' pedagogical strategies for the inclusion of students with hearing-related special educational needs. Specific objectives included: Identifying the characteristics of students with hearing-related special educational needs at Matola "A" Elementary School; To describe the pedagogical strategies adopted in the classroom with students with Special Educational Needs (SEE) at Matola "A" Elementary School and to evaluate the pedagogical outcomes of these students. The research questions were: What are the characteristics of students with Special Educational Needs (SEE) at Matola "A" Elementary School? What are the pedagogical strategies adopted in the classroom with students with Special Educational Needs (SEE) at Matola "A" Elementary School? How do you evaluate the pedagogical outcomes of students with Special Educational Needs (SEE) at Matola "A" Elementary School? To this end, an exploratory study was organized with a mixed approach, using bibliographic review, documentary study, case study, and data collection instruments such as questionnaires, interviews, observation, and document analysis, with the participation of approximately 12 sample members. The data analyzed allowed us to conclude that teachers are concerned about adopting strategies to work with students with this need in the classroom, paying more attention to them by placing them in the first few steps, focusing on them as they teach, thus providing space for students to develop learning based on their understanding of the content. Students with this need have not achieved good pedagogical results, which means the principle of inclusion is not being effectively implemented, which sparked curiosity in understanding the causes of this classification. Teachers lack resources and teaching materials to teach classes with students with SEN, lack experience, and insufficient methodological strategies to teach classes with students with these learning disabilities, all of which influence poor and fair pedagogical results