TY  - JOUR
AU  - Langher, Viviana
AU  - Ricci, Maria E.
AU  - Propersi, Flaminia
AU  - Glumbić, Nenad
AU  - Caputo, Andrea
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/979
AB  - Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Cultura Y Educacion
T1  - Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo
EP  - 71
IS  - 1
SP  - 42
VL  - 28
DO  - 10.1080/11356405.2015.1120447
ER  - 

@article{
author = "Langher, Viviana and Ricci, Maria E. and Propersi, Flaminia and Glumbić, Nenad and Caputo, Andrea",
year = "2016",
abstract = "Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Cultura Y Educacion",
title = "Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo",
pages = "71-42",
number = "1",
volume = "28",
doi = "10.1080/11356405.2015.1120447"
}

Langher, V., Ricci, M. E., Propersi, F., Glumbić, N.,& Caputo, A.. (2016). Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo. in Cultura Y Educacion
Routledge Journals, Taylor & Francis Ltd, Abingdon., 28(1), 42-71.
https://doi.org/10.1080/11356405.2015.1120447

Langher V, Ricci ME, Propersi F, Glumbić N, Caputo A. Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo. in Cultura Y Educacion. 2016;28(1):42-71.
doi:10.1080/11356405.2015.1120447 .

Langher, Viviana, Ricci, Maria E., Propersi, Flaminia, Glumbić, Nenad, Caputo, Andrea, "Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo" in Cultura Y Educacion, 28, no. 1 (2016):42-71,
https://doi.org/10.1080/11356405.2015.1120447 . .