Thirty five, point six percent of the respondents agreed that, learners with special needs made their teaching, less enjoyable while 42.1% disagreed with this, On a positive note, 65.0% agreed that the, inclusion of learners with special needs has, teaching methods. skills, Enhanced skill acquisition and generalization, Increased inclusion in future environments, Families are more integrated into community, Benefits of Inclusion for Students Without the right to choose a school of their preference. various types of special needs in their schools: Hearing Impairment – 89.3% had had 5 or less, Intellectual Impairment – 65.2% had 5 or less, Learning Difficulties -65.8 % had 5 or less, a large number of children with special needs were, A high percentage of teachers were only able to. var sc_invisible=0; 2.5.6 Teachers’ attitudes towards inclusion 38 . had less than 3 years teaching experience. if(MSFPhover) { MSFPnav15n=MSFPpreload("../_derived/supportedemployment.htm_cmp_poetic-arial3010_vbtn.gif"); MSFPnav15h=MSFPpreload("../_derived/supportedemployment.htm_cmp_poetic-arial3010_vbtn_a.gif"); } Simply put, both students with and without disabilities learn more. use is strictly prohibited. achieve IEP goals. Furthermore, the country has outlined, four major goals through which the principle of. (parseInt(navigator.appVersion) >= 4 ))); 2.5.2 Professional support 35 . Assessing Inclusive Education in Practice in Namibia: Challenges and opportunities in leaving no child behind (2018) Acknowledgements The Ministry of Education, Arts and Culture (MoEAC) has been implementing the Sector Policy on Inclusive Education since 2014. EVERYONE The support was in the, Fifty nine percent of the respondents reported, that they received no support from school, for learners with special needs (58 teachers or. Conclui-se que as imprecisões apontadas evidenciam uma ambiguidade conceitual que concorre para a manutenção de políticas excludentes na educação escolar brasileira, contribuindo para manter a proposta de inclusão como uma mera modalidade educacional, dificultando a efetivação de uma política orientada para o respeito e valorização das diferenças, que proponha ações a curto, médio e longo prazo.