@article{10.11648/j.ajap.20221102.15,
  author = {Cristina Daniel Tomo and Arlindo Alberto Sitoe},
  title = {Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique},
  journal = {American Journal of Applied Psychology},
  volume = {11},
  number = {2},
  pages = {74-83},
  doi = {10.11648/j.ajap.20221102.15},
  url = {https://doi.org/10.11648/j.ajap.20221102.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20221102.15},
  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.},
 year = {2022}
}

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TY  - JOUR
T1  - Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique
AU  - Cristina Daniel Tomo
AU  - Arlindo Alberto Sitoe
Y1  - 2022/04/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ajap.20221102.15
DO  - 10.11648/j.ajap.20221102.15
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 74
EP  - 83
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20221102.15
AB  - 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.
VL  - 11
IS  - 2
ER  - 

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