Children with Special
Educational Needs in Mozambique
* Custodio Sumbane
How do children with Special Educational Needs are
seen in the Mozambican context? Does the country have truly inclusive schools?
Does the Educational Policies of Mozambique respond to the demands of society:
"Children with Special Educational Needs"? These concerns, trapping
territory of the excitement of small and beautiful children, parents and careers
and members of civil society. However, after a longtime exclusion of children
with Special Educational Needs appears countries, yet governments and organizations
to map policies, principles, and practices to alert countries worldwide to
develop policies that could respond to the diversity and implement the issue of
inclusive schools where all children regardless of their physical to emotional
state, intellectual could learn.
Do children with seen in the Mozambican context are
seen as having the right school, the right to protection, they deserve respect,
consideration, and help especially the right to life? The documents indicate
that no! A concrete example that justifies the above question is that schools
do not have teachers with psych educational training to deal with situations
like that. Second, children are less valued both in society as educational.
Third, the lack of a considerable number of children with special educational
needs attending mainstream schools. Finally, children are invaded in their own
homes with sudden firefights as if chasing away birds on the farm, and are
forced to sleep in the savannas, forests and fauna with dangerous animals that
pose a risk to your life and corrupt the territory of his emotion.
These children are seen as worthless beings as
schizophrenic in the trash, as they are not worthy of respect, consideration,
opportunity, protection, school, and especially life. But even the emotional
and functional psychotics who are disconnected from reality, have something
positive that one can avail. And the kids? Reflect!
However, in 1998, the country has institutionalized
the "Inclusive Schools" project emanated in the Salamanca Statement,
in order to ensure the training of teachers to meet the demands of society,
"children with special educational needs." But schools do not have
teachers trained, able to deal with diversity in the classroom. Schools are not
built in such a way to favor everyone equally. Is to speak primarily of
building schools with decent ramps, handrails and other aspects that may favor
them. Not provide a significant number of "abnormal" said children
with special educational needs attending mainstream schools.
However, Cury (2002: 103), strikes us that human
rights cannot be just by law, must be woven into the soul and the heart carved.
And one of the statements that have concern for children, the Salamanca
Statement (1994: 11) notes that inclusive schools consists of all children
should learn together, wherever possible, regardless of the difficulties and
differences that present.
And this is possible with the presence of
highly trained and qualified teachers in the area only to deal with situations
like that. But not in its fullness, or rather is not felt. What there is
exclusion, discrimination and segregation.
So this sad scenario resembles the Jewish holocaust
occurred in World War II, where human rights have been violated. The Nazi Party
Hitler saw the Jews as an unclean and without the right to life species. Soon,
they were placed in concentration camps and exterminated. Finally, more than
one million children and adolescents died. Where are we going with
discriminatory, segregationist attitudes or exclusive? Take, however, an
empathetic attitude, and place ourselves in the place of these small and
beautiful children. One should look for these children ignored as if they were
our own. Nobody would want to know that your child is being ignored or seen as
someone worthless. So Estanqueiro, (1992: 28) calls our attention that we are
not superior or inferior to others. We are different but equal in dignity.
Deserve respect and love. We must love our neighbor as ourselves.
In fact, the difference with us both, physiological,
social, cognitive, emotional and cultural level but, despite it, we are all
equal in dignity. Therefore, behavior change begins with us. However, the
psychological impact that exclusion can have on children with special
educational needs? Remember that no one learns to love if not loved; no one
opens if it is not accepted and no one understands the question of peace has
not been educated in a peaceful environment. Thus, the literature review
suggests that students placed in separate classes suffer adverse effects,
including self-lower as a result of separation. Here are the words of the
students Josina Machel Secondary School: "We would like to enjoy the same
physical space (classroom) with others (students)."
First, to emphasize those children with special
educational needs feel excluded by friends, community, school, and in some
circumstances by their own family. Thus, they can become insecure individuals
may develop an inferiority complex, guilt, powerlessness, low self-esteem, low
self-concept, poor academic performance, despair, addiction, depression and
frustration in turn can follow the course of his life. What a sad situation!
However, what strategies can be adopted to ensure truly inclusive schools? To
ensure truly inclusive schools is necessary that: First, the Ministry of
Education defines policies that aims at diversity, ie, that will meet the
demands of society; These policies should encourage all without discrimination;
The Psycho teacher training; creation of schools with resources; implementation
of policies; implementation of differentiated learning; Heterogeneous grouping;
Finally, the Ministry of Education, Women and Social Welfare in collaboration
with the Ministry of Health should create an environment of discussions or lectures,
in order to sensitize the civil society so that it can consider children with
special educational needs as those worthy of respect, consideration, school,
opportunity and especially life. Therefore, we create a favorable environment
for normal personality development of small, innocent and beautiful children
environment.
Student
of Educational Psychology
2014
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