Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique

Cristina Daniel Tomo; Arlindo Alberto Sitoe

doi:doi:10.11648/j.ajap.20221102.15

| Peer-Reviewed

Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique

Cristina Daniel Tomo, Arlindo Alberto Sitoe

Published in American Journal of Applied Psychology (Volume 11, Issue 2)

Received: 28 March 2022 Accepted: 19 April 2022 Published: 28 April 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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.

Published in	American Journal of Applied Psychology (Volume 11, Issue 2)
DOI	10.11648/j.ajap.20221102.15
Page(s)	74-83
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Inclusive Education, Response-to-Intervention, Special Educational Needs, Identification, Early Intervention

References

[1]	Manhiça, C. As Políticas e as Competências para a Educação Inclusiva. O Caso dos Formadores dos Institutos de Magistério Primário [Policies and Competencies for Inclusive Education. The Case of Primary Teachers Institutes Trainers]. Master's Dissertation, Faculty of Education, Eduardo Mondlane University, 2005. Available: www.repositorio.uem.mz
[2]	Nhapuala, G. A. Formação psicológica inicial de professores: atenção à educação inclusiva em Moçambique [Teacher’s Initial psychological training: attention to inclusive education in Mozambique]. PhD thesis in Educational Sciences, Specialty in Psychology of Education, University of Minho, Institute of Education, 2014.
[3]	Handicap International. Estudo de linha de base da avaliação da qualidade, inclusão e acessibilidade do ambiente de aprendizagem para crianças com Deficiências e Necessidades Educativas Especiais nas zonas periurbanas de Maputo Cidade e Província [Baseline study of the evaluation of the quality, inclusion and accessibility of the learning environment for children with Disabilities and Special Educational Needs in the periurban areas of Maputo City and Province]. Maputo, Mozambique, 2017.
[4]	MINEDH (Ministry of Education and Human Development). Estratégia da Educação Inclusiva e Desenvolvimento da Criança com Deficiência 2020-2029 [Strategy for Inclusive Education and Development of Children with Disabilities 2020-2029]. DEE/MINEDH, Maputo, Mozambique, 2020.
[5]	MINEDH (Ministry of Education and Human Development). Plano Estratégico da Educação 2020-2029 [Strategic Plan for Education 2020-2029]. MINEDH, Maputo, Mozambique, 2020.
[6]	Neto, A. O. S., Ávila, E. G., Sales, T. R. R., Amorim, S. S., Nunes, A. K. and Santos, V. M. Educação inclusiva: uma escola para todos [Inclusive education: a school for all]. Revista Educação Especial, 31 (60), 81-92. Jan/Mar. 2018. Available: https://periodicos.ufsm.br/educacaoespecial [Accessed Feb. 18, 2019].
[7]	Stainback, S. and Stainback, W. Inclusão: Um guia para educadores [Inclusion: a guide for educators]. Artmed, Porto Alegre, 1999, reprint 2008.
[8]	Mantoan, M. T. E. Inclusão escolar: o que é? porquê? Como fazer? [School Inclusion: What is it? Why? How to do it?] Moderna, São Paulo, 2003.
[9]	Martins, L. A. R., Pires, J., Pires, G. N. L. and Melo, F. R. L. V. Inclusão: Compartilhando Saberes [Inclusion: Sharing Knowledge]. 3^rdedition. RJ Vozes, Petrópolis, 2008.
[10]	INE (National Institute for Statistics). Resultados definitivos do Censo 2017. IV Recenseamento da População e Habitação [Final results of the 2017 Census. IV Population and Housing Census]. Maputo, Mozambique, 2019.
[11]	Passos, A. Pre-conditions for Learning to Read and Write: A Mozambican case Study. Stockholm: IIE. ISBN 91-7153-386-9. 1995.
[12]	República de Moçambique. Lei nº 18/2018. Estabelece o Regime Jurídico do Sistema Nacional de Educação [Republic of Mozambique. Act No. 18/2018. Establishes the Legal Framework of the National Education System]. Boletim da República I Serie, número 254, Imprensa Nacional E. P. Maputo, Mozambique, 2018.
[13]	UNESCO. A Declaração de Salamanca e o Quadro de Acção em Necessidades Educativas Especiais [The Salamanca Statement and Framework for Action on Special Needs Education]. Paris: UNESCO/Ministry of Education and Science, Spain, 1994.
[14]	Kirby, A. H., Holtzman, W. H. and Messick, S. Placing Children in Special Education: A Strategy for Equity. National Academy Press. Washington, DC. 1982, 395p. [E-book]. Available: https://www.nap.edu/download/9440 [Accessed Oct. 19, 2019].
[15]	Almeida, R. P., Piza, C. J. M. T., Cardoso, T. S. G. and Miranda, M. C. “Prevenção e remediação das dificuldades de aprendizagem: adaptação do modelo de resposta à intervenção em uma amostra brasileira” [Prevention and Remediation of Learning Difficulties: Adaptation of the Response to Intervention Model for a Brazilian Sample]. Revista Brasileira de Educação 21 (66), 611-629. Jul/Sept. 2016. Available: http://dx.doi.org/10.1590/S1413-24782016216632 [Accessed Mar. 12, 2020].
[16]	Andrade, O. V. C. A., Andrade, P. E. and Capellini, S. A. Modelo de Resposta à Intervenção: RTI: como identificar e intervir com crianças de risco para os transtornos de aprendizagem [Response to Intervention Model: RTI: how to identify and intervene in children at risk for learning disorders]. Pulso Editorial, São José dos Campos, 2014. Available: https://brainconnectionbrasil.com/inicio/wp-ontent/uploads/2020/01/ANAIS.2018_%C3%9ALTIMA.pdf [Accessed Mar. 12, 2020].
[17]	Fuchs, L. and Fuchs, D. “A model for implementing responsiveness to intervention”. Teaching Exceptional Children, 39 (5), 14-20. May/Jun. 2007. Available: https://scholar.google.com/scholar?q=FUCHS,+L.,+%26+FUCHS,+D.+(2007).+A+model+for+implementing+responsiveness+to+intervention.&hl=pt-PT&as_sdt=0&as_vis=1&oi=scholart [Accessed Sept. 15, 2020].
[18]	Tomo, C. D., & Sitoe, A. A. “Adaptação do modelo resposta-à-intervenção para identificação de alunos com necessidades educativas especiais em escolas regulares” [Response to Intervention Model: RTI: how to identify and intervene in children at risk for learning disorders]. Revista Psicologia, Diversidade e Saúde, 9 (3), 280-294. Nov. 2020. Available: http://dx.doi.org/10.17267/2317-3394rpds.v9i3.3045.
[19]	Grosche, M., & Volpe, R. J. “Response-to-intervention (RTI) as a model tofacilitate inclusion for students with learning and behaviour problems”. European Journal of Special Needs Education. Mar. 2013. doi: 10.1080/08856257.2013.768452. Available: http://www2.dbd.puc-rio.br/pergamum/tesesabertas/0812002_10_cap_02.pdf [Accessed Jul. 13, 2019].
[20]	Machado, A. C. and Almeida, M. A. “O modelo RTI – Resposta à Intervenção como proposta inclusiva para escolares com dificuldades em leitura e escrita” [The RTI model - Response to intervention as an inclusive proposal for students with reading and writing difficulties]. Revista Psicopedagogia, 31 (95), 130-143. Jun. 2014. Available: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0103-84862014000200006 [Accessed Sept. 16, 2019].
[21]	Kirk, S., Gallagher, J., Coleman, M. and Anastasiow, N. Educating Exceptional Children. 13^th Edition. Wadsworth Cengage Learning, Belmont, USA, 2012.
[22]	Fuchs, D., Fuchs, L. and Compton, D. “Smart RTI: A next-generation approach to multilevel prevention”. Exceptional Children, 78, 263-278. Ap. 2012. Available: https://doi.org/10.1177/001440291207800301 [Accessed Sept 15, 2020].
[23]	Rosal, A. G. C. Modelo de Resposta a Intervenção Para a Identificação Precoce dos Transtornos de Aprendizagem em Escolares no Ciclo de Alfabetização [Response to Intervention Model for Early Identification of School Children Learning Disorders in the Literacy Cycle]. Doctoral Thesis Presented to the Graduate Program in Child and Adolescent Health of the Center for Health Sciences of the Federal University of Pernambuco, 2018. Available: https://repositorio.ufpe.br/bitstream/123456789/32319/1/TESE%20Ang%C3%A9lica%20Galindo%20Carneiro%20Rosal.pdf [Accessed Jul. 12, 2020].
[24]	Fuchs, D., Fuchs, L. and Vaughn, S. “What Is Intensive Instruction and Why Is It Important?”. Teaching Exceptional Children, 46 (4), 13-18. Mar/Ap. 2014. Available: doi: 10.1177/0040059914522966 [Accessed Sept 15, 2020].
[25]	MINEDH (Ministry of Education and Human Development). Novo Currículo do Ensino Primário: Plano de Estudos para o 1º Ciclo do Ensino Primário [The New Primary Education Curriculum: Study Plan for the 1st Cycle of Primary Education]. Maputo, Mozambique, 2018.
[26]	MINEDH (Ministry of Education and Human Development). Regulamento Geral de Avaliação do Ensino Primário, Alfabetização e Educação de Jovens e Adultos e Ensino Secundário Geral [General Regulation for the Evaluation of Primary Education, Literacy and Education of Youth, Adults and General Secondary Education]. Maputo, Mozambique, 2019.
[27]	Dexter, D., and Hughes, C. Progress Monitoring Within a Response-to-Intervention Model. NCLD. 2017. Available: http://www.rtinetwork.org/learn/research/progress-monitoring-within-a-rti-model. [Accessed Oct. 19, 2019].
[28]	Compton, D. L., Gilbert, J. K., Jenkins, J. R., Fuchs, D., Fuchs, L., Cho, E. and Bouton, B. “Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy?”. Journal of Learning Disabilities, 45 (3), 204-216. May/Jun. 2012. doi: 10.1177/0022219412442151. Available: https://www.ncbi.nlm.nih.gov/pubmed/22491810 [Accessed Sept. 15, 2020].
[29]	Van Der Heyden, A. M. “Universal screening may not be for everyone: Using a threshold model as a smarter way to determine risk”. School Psychology Review, 42 (4), 402-414. Dec. 2013. Available: Doi: 10.1080/02796015.2013.12087462 [Accessed Jul. 12, 2019].
[30]	Berkeley, S., Bender, W., Peaster, L. and Saunders, L. “Implementation of Response to Intervention”. Journal of Learning Disabilities, 42, 85-95. Jan/Feb. 2009. Available: https://journals.sagepub.com/doi/10.1177/0022219408326214[Accessed Jul. 13, 2020].
[31]	Noll, B. Seven ways to kill RTI. Phi Delta Kappan, 94 (6), 55-59. Mar. 2013. Available: https://www.google.com/search?client=firefox-b-d&q=NOLL%2C+B.+%282013%29.+Seven+ways+to+kill+RTI.+Phi+Delta+Kappan%2C+94 [Accessed Sept 15, 2020].

Cite This Article

Plain Text BibTeX RIS

APA Style

Cristina Daniel Tomo, Arlindo Alberto Sitoe. (2022). Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique. American Journal of Applied Psychology, 11(2), 74-83. https://doi.org/10.11648/j.ajap.20221102.15

Copy | Download

ACS Style

Cristina Daniel Tomo; Arlindo Alberto Sitoe. Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique. Am. J. Appl. Psychol. 2022, 11(2), 74-83. doi: 10.11648/j.ajap.20221102.15

Copy | Download

AMA Style

Cristina Daniel Tomo, Arlindo Alberto Sitoe. Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique. Am J Appl Psychol. 2022;11(2):74-83. doi: 10.11648/j.ajap.20221102.15

Copy | Download

@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}
}

Copy | Download

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  -

Copy | Download

Author Information

Cristina Daniel Tomo

Faculty of Education, Eduardo Mondlane University, Maputo, Mozambique
Arlindo Alberto Sitoe

Faculty of Education, Eduardo Mondlane University, Maputo, Mozambique

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Cristina Daniel Tomo, Arlindo Alberto Sitoe. (2022). Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique. American Journal of Applied Psychology, 11(2), 74-83. https://doi.org/10.11648/j.ajap.20221102.15

Copy | Download

ACS Style

Cristina Daniel Tomo; Arlindo Alberto Sitoe. Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique. Am. J. Appl. Psychol. 2022, 11(2), 74-83. doi: 10.11648/j.ajap.20221102.15

Copy | Download

AMA Style

Cristina Daniel Tomo, Arlindo Alberto Sitoe. Response to Intervention Model as a Tool for Fostering Inclusive Education in Unprivileged Contexts: A Pioneering Case Study in Mozambique. Am J Appl Psychol. 2022;11(2):74-83. doi: 10.11648/j.ajap.20221102.15

Copy | Download

@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}
}

Copy | Download

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  -

Copy | Download