Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique

Abstract

This article presents findings of an exploratory study conducted under a Response-to-Intervention based model in a regular primary school in Mozambique, aiming at identifying pupils with Special Educational Needs and provides them the support in the context of Inclusive Education. The study was methodologically grounded on the Action-Research approach. Participants were 106 Grade 2 pupils identified by their teachers as performing negatively in Portuguese Language and Mathematics. Their performance was appraised through their marks in officially prescribed assignments, yielding 4 levels of performance in each subject.

School inclusion of children with disabilities in Mozambique: The teachers’ perspective

“…Despite all the difficulties experienced, participants refer to the importance of having good examples of inclusive practices and being shown exemplary cases of schooling for people with disabilities. Such positive examples (Tomo and Sitoe, 2022) may be important at various levels: as an important means of motivating students and opening up horizons in the future; as a demonstration of good educational and pedagogical practices for teachers; as a reference in terms of pedagogical diversification and adaptation. The CREI (Resource Center for Inclusive Education) is referred as an example of good practices, however, it is deemed insufficient as resources go: "(…) we have the CREI, which offers an inclusive education and there are children with special educational needs, but that institution is not enough, there is a need to expand this inclusive education process in our schools…. "…”