INCLUSIVE EDUCATION: MYTH OR REALITY IN MOZAMBICAN SCHOOLS

Abstract

The article shows that many of the projects developed by the Department of Special Education of MINED, are hardly implemented as a transformation of regular schools into inclusive ones that would supposedly welcome all children and young people with disabilities, street children, children with learning problems or lack of resources for schooling. On the contrary, what we have at its base is the school failure of students with N.E.E. in learning curricular subjects. From the Pedagogical and Administrative point of view, the implementation of Municipal Policies for the realization of the objectives of the “inclusive schools” project, the supervision and psychopedagogical training of teachers and other education professionals, are the correct strategies to deal with such sustained projects. on principles and subjects of inclusive education. The article focuses on cases of opportunity for access to education for children and young people with N.E.E and specialized educational services at different levels of education (Primary Education), in addition to other difficulties.