From the policy on implementing the inclusive schools project to the education of deaf students at Eduardo Mondlane University

Abstract

It was based on the policy for implementing the Inclusive Schools Project in 1998 — which addressed not only the inclusion of individuals with special educational needs, specifically the deaf, into mainstream schools, but also ensured the use of sign language as a medium of instruction for these students — that Eduardo Mondlane University, in 2013, introduced the undergraduate course in Mozambican Sign Language. It seemed that, suddenly, a new path was opening, bringing some long-awaited changes for deaf students coming from mainstream schools. However, ten years later, deaf students still find themselves alienated from the curriculum they are required to follow, showing weak mastery of the content across various curricular units. Aiming to contribute to quality education, this study seeks to reflect on the policies and their practical implementation within the curriculum of the undergraduate program in Sign Language Teaching that deaf students are enrolled in. Adopting a qualitative, interpretative approach based on content analysis of semi-structured interviews conducted with deaf students enrolled in the program, we found that they face difficulties in understanding their curriculum, even though some courses are taught by deaf professors. Students claim that policies are concerned with bringing deaf students closer to the desired curricula; however, the implementation of these policies falls short of expectations. We conclude that there is a pressing need to bring the curriculum closer to the realities and specificities of deaf students, thus requiring a rethinking of pedagogical practices.