Analysis of classmates' perceptions on the school inclusion of children with special educational needs in elementary schools in the city of Lichinga

Abstract

This article analyzes classmates' perceptions of the inclusion of children with special educational needs in a school in the city of Lichinga. Specifically, the research sought to a) Identify the perceptions expressed by classmates regarding the presence and participation of students with special needs; b) Examine the factors that influence the acceptance, coexistence, and interaction between students with and without special educational needs in the school context. To this end, a qualitative, bibliographic, and inductive approach was adopted, involving eight (08) participants: four (04) students coded by the letters A1 to A4 and four (04) teachers indicated by the letters P1 to P4, selected through purposive sampling. Semi-structured interviews were used as data collection techniques. The procedural method adopted was bibliographic. The results show that classmates have, in general, positive perceptions of the inclusion of children with SEN. However, it can be concluded that the inclusion of children with special educational needs in Lichinga's elementary schools is perceived positively by their peers, especially when there is pedagogical support and awareness-raising. Coexistence is fostered by collaborative practices, teacher training, and appreciation of diversity.