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. In Language: Below the Pre-school Level, 45 pupils (42.5%); at the Pre-school Level, 28 pupils (26.4%); at Grade 1 school Level, 30 pupils (28.3%), and only 3 pupils (2.8%) were ranked at Grade 2. In Mathematics: Below the Pre-school Level, 21 pupils (23.7%); at the Pre-school Level, 27 pupils (30.3%); at Grade 1 Primary School Level, 38 pupils (42.7%), and 3 pupils (3.5%) ranked at Grade 2. Thereafter, 72 pupils, comprising 31 pupils from the Below Pre-school Level group; 14 from the Pre-school Level group; 25 from Grade 1 Level group, and 2 from Grade 2 Level group were submitted to a monitored intervention for 20 sessions of one hour each, five days a week. Post-intervention assessment results revealed that a good number of pupils had made progress, as only 1 (one) pupil had remained at the Pre-school Level, while 69 were found performing at Grade 1 school Level, and 2 (two) at Grade 2. These overall outcomes have been interpreted as indicative of the applicability and usefulness of Response-to-Intervention model in the Mozambican context for purposes of early identification and intervention on pupils “at-risk”. Additionally, evidence was drawn that Response-to-Intervention approach is a useful tool also for school organization purposes.
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