Access and inclusion policies for visually impaired students in education in Mozambique
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/44577 |
Resumo: | This research aims to describe access and inclusion policies for students with visual impairments in education in Mozambique. To achieve this objective, a bibliographic review study was carried out based on scientific publications and normative documents from the Government of Mozambique (GM) from 2016 to 2023, as well as organizations that support Education at National and International Level. The reflections presented, based on evidence from the literature on the subject, give us the understanding that inclusive education policies in Mozambique present a practical deficit in their application, that is, legislation and laws claim the right to inclusive education for the visually impaired. , but its application has had flaws that often arise from the lack of qualified teachers, inadequate school facilities and a shortage of teaching materials that meet the educational needs of students with visual impairments. Furthermore, there is weak supervision and regulation of responsible bodies across the country, which makes it difficult to fulfill the fundamental right to education for students with special educational needs. Inclusive education in the country is carried out in a segregated manner, giving the feeling of discrimination in the school environment, which can somehow contribute to school dropout rates. The inclusive education policies in use in the country are not efficient, because they do not address the heterogeneity of students. Therefore, we can state that for the concrete implementation of inclusion, it is necessary to adapt current policies to the local reality. |
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Access and inclusion policies for visually impaired students in education in MozambiquePolíticas de acceso e inclusión de estudiantes con discapacidad visual en la educación en MozambiquePolíticas de acesso e inclusão de alunos com deficiência visual na educação em Moçambique Visual impairmentTeachingInclusive educationSpecial educational needs.Discapacidad visualEnseñanzaEducación inclusivaNecesidades educativas especiales.Deficiência visualEducação inclusivaEnsinoNecessidades educativas especiais.This research aims to describe access and inclusion policies for students with visual impairments in education in Mozambique. To achieve this objective, a bibliographic review study was carried out based on scientific publications and normative documents from the Government of Mozambique (GM) from 2016 to 2023, as well as organizations that support Education at National and International Level. The reflections presented, based on evidence from the literature on the subject, give us the understanding that inclusive education policies in Mozambique present a practical deficit in their application, that is, legislation and laws claim the right to inclusive education for the visually impaired. , but its application has had flaws that often arise from the lack of qualified teachers, inadequate school facilities and a shortage of teaching materials that meet the educational needs of students with visual impairments. Furthermore, there is weak supervision and regulation of responsible bodies across the country, which makes it difficult to fulfill the fundamental right to education for students with special educational needs. Inclusive education in the country is carried out in a segregated manner, giving the feeling of discrimination in the school environment, which can somehow contribute to school dropout rates. The inclusive education policies in use in the country are not efficient, because they do not address the heterogeneity of students. Therefore, we can state that for the concrete implementation of inclusion, it is necessary to adapt current policies to the local reality.Esta investigación tiene como objetivo describir las políticas de acceso e inclusión de estudiantes con discapacidad visual en la educación en Mozambique. Para lograr este objetivo, se realizó un estudio de revisión bibliográfica basado en publicaciones científicas y documentos normativos del Gobierno de Mozambique (GM) de 2016 a 2023, así como de organizaciones que apoyan la Educación a Nivel Nacional e Internacional. Las reflexiones presentadas, basadas en evidencia de la literatura sobre el tema, nos dan la comprensión de que las políticas de educación inclusiva en Mozambique presentan un déficit práctico en su aplicación, es decir, la legislación y las leyes reivindican el derecho a la educación inclusiva para las personas con discapacidad visual. pero su aplicación ha tenido fallas que muchas veces surgen de la falta de docentes calificados, instalaciones escolares inadecuadas y escasez de materiales didácticos que satisfagan las necesidades educativas de los estudiantes con discapacidad visual. Además, existe una supervisión y regulación débiles de los organismos responsables en todo el país, lo que dificulta el cumplimiento del derecho fundamental a la educación de los estudiantes con necesidades educativas especiales. La educación inclusiva en el país se lleva a cabo de manera segregada, dando la sensación de discriminación en el entorno escolar, lo que de alguna manera puede contribuir a las tasas de deserción escolar. Las políticas de educación inclusiva que se utilizan en el país no son eficientes porque no abordan la heterogeneidad de los estudiantes. Por lo tanto, podemos afirmar que para la implementación concreta de la inclusión, es necesario adaptar las políticas actuales a la realidad local.Esta pesquisa tem como objetivo descrever as políticas de acesso e inclusão de alunos com deficiência visual na educação em Moçambique. Para alcançar esse objetivo, realizou-se um estudo de revisão bibliográfica com base em publicações científicas e documentos normativos do Governo de Moçambique (GM) de 2016 a 2023, bem como de organizações que apoiam a Educação a Nível Nacional e Internacional. As reflexões apresentadas provenientes das evidências da literatura sobre o tema, dá-nos a entender que as políticas de educação inclusiva em Moçambique apresentam um défice prático na sua aplicação, ou seja, as legislações e as leis pleiteiam o direito a educação inclusiva ao deficiente visual, mas a sua aplicação tem tido falhas que advêm muitas vezes da ausência de professores qualificados, de instalações escolares inadequadas e escassez de materiais didáticos que atendam às necessidades educativas do aluno com deficiência visual. Além disso, observa-se uma fraca fiscalização e regulamentação dos órgãos responsáveis por todo o país, o que dificulta no cumprimento do direito fundamental da educação dos alunos com necessidades educativas especiais. A educação inclusiva no país é feita de forma segregada, dando a sensação de descriminação no ambiente escolar, o que pode de algum modo contribuir para a evasão escolar. As políticas de educação inclusiva em uso no país não são eficientes, porque não atendem a heterogeneidade dos alunos. Assim, podemos afirmar que para a efetivação concreta da inclusão, é necessário adequar as políticas vigentes a realidade local.Research, Society and Development2023-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/4457710.33448/rsd-v12i14.44577Research, Society and Development; Vol. 12 No. 14; e119121444577Research, Society and Development; Vol. 12 Núm. 14; e119121444577Research, Society and Development; v. 12 n. 14; e1191214445772525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/44577/35685Copyright (c) 2023 João Viriato Mazalo; Ramos Hilário Ramos; Witnes da Soledade Xavier; Joel de Melo Bambamba; Ângela Efécio Bambambahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMazalo, João ViriatoRamos, Ramos HilárioXavier, Witnes da Soledade Bambamba, Joel de Melo Bambamba, Ângela Efécio2024-01-01T11:23:38Zoai:ojs.pkp.sfu.ca:article/44577Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-01T11:23:38Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Access and inclusion policies for visually impaired students in education in Mozambique Políticas de acceso e inclusión de estudiantes con discapacidad visual en la educación en Mozambique Políticas de acesso e inclusão de alunos com deficiência visual na educação em Moçambique |
title |
Access and inclusion policies for visually impaired students in education in Mozambique |
spellingShingle |
Access and inclusion policies for visually impaired students in education in Mozambique Mazalo, João Viriato Visual impairment Teaching Inclusive education Special educational needs. Discapacidad visual Enseñanza Educación inclusiva Necesidades educativas especiales. Deficiência visual Educação inclusiva Ensino Necessidades educativas especiais. |
title_short |
Access and inclusion policies for visually impaired students in education in Mozambique |
title_full |
Access and inclusion policies for visually impaired students in education in Mozambique |
title_fullStr |
Access and inclusion policies for visually impaired students in education in Mozambique |
title_full_unstemmed |
Access and inclusion policies for visually impaired students in education in Mozambique |
title_sort |
Access and inclusion policies for visually impaired students in education in Mozambique |
author |
Mazalo, João Viriato |
author_facet |
Mazalo, João Viriato Ramos, Ramos Hilário Xavier, Witnes da Soledade Bambamba, Joel de Melo Bambamba, Ângela Efécio |
author_role |
author |
author2 |
Ramos, Ramos Hilário Xavier, Witnes da Soledade Bambamba, Joel de Melo Bambamba, Ângela Efécio |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Mazalo, João Viriato Ramos, Ramos Hilário Xavier, Witnes da Soledade Bambamba, Joel de Melo Bambamba, Ângela Efécio |
dc.subject.por.fl_str_mv |
Visual impairment Teaching Inclusive education Special educational needs. Discapacidad visual Enseñanza Educación inclusiva Necesidades educativas especiales. Deficiência visual Educação inclusiva Ensino Necessidades educativas especiais. |
topic |
Visual impairment Teaching Inclusive education Special educational needs. Discapacidad visual Enseñanza Educación inclusiva Necesidades educativas especiales. Deficiência visual Educação inclusiva Ensino Necessidades educativas especiais. |
description |
This research aims to describe access and inclusion policies for students with visual impairments in education in Mozambique. To achieve this objective, a bibliographic review study was carried out based on scientific publications and normative documents from the Government of Mozambique (GM) from 2016 to 2023, as well as organizations that support Education at National and International Level. The reflections presented, based on evidence from the literature on the subject, give us the understanding that inclusive education policies in Mozambique present a practical deficit in their application, that is, legislation and laws claim the right to inclusive education for the visually impaired. , but its application has had flaws that often arise from the lack of qualified teachers, inadequate school facilities and a shortage of teaching materials that meet the educational needs of students with visual impairments. Furthermore, there is weak supervision and regulation of responsible bodies across the country, which makes it difficult to fulfill the fundamental right to education for students with special educational needs. Inclusive education in the country is carried out in a segregated manner, giving the feeling of discrimination in the school environment, which can somehow contribute to school dropout rates. The inclusive education policies in use in the country are not efficient, because they do not address the heterogeneity of students. Therefore, we can state that for the concrete implementation of inclusion, it is necessary to adapt current policies to the local reality. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/44577 10.33448/rsd-v12i14.44577 |
url |
https://rsdjournal.org/index.php/rsd/article/view/44577 |
identifier_str_mv |
10.33448/rsd-v12i14.44577 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/44577/35685 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 12 No. 14; e119121444577 Research, Society and Development; Vol. 12 Núm. 14; e119121444577 Research, Society and Development; v. 12 n. 14; e119121444577 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052636036333568 |