Evaluation of the implementation of the Policy for the Inclusion of Students with Special Educational Needs in general education schools in Mozambique

Abstract

Inclusive education has become a global priority, and Mozambique, as a signatory to the Salamanca Declaration, has demonstrated its commitment through the ratification of several national and international legal instruments. However, the reality in general education schools reveals significant limitations in the effective implementation of the Policy for the Inclusion of Students with Special Educational Needs (SEN). This study aimed to assess the level of implementation of this policy by analyzing schools’ preparedness, the inclusive practices adopted, the available resources, and the main challenges faced by school managers and teachers. A mixed-methods approach was employed, combining documentary analysis with field research involving questionnaires administered to seven school managers and twenty teachers from different regions of the country. The results show that although 96.3% of respondents are aware of the inclusion policy, 63% have never received specific training in the area, and 64% of schools lack a formal inclusion plan. The findings also indicate the absence of adequate infrastructure, appropriate materials, and clear monitoring guidelines. It is concluded that effective implementation of inclusive education requires strengthening teacher training, improving material conditions, and defining sustainable strategies to ensure quality, equitable, and accessible education for all learners.