Al-Hikmah University Journal

Actions towards the implementation of inclusive practices should not only be written in papers, it is crucial that such practices also do reflect in real educational contexts. More importantly, the effective implementation of inclusive practices in regular classrooms must not be a task exclusively given to teachers; it is the responsibility of the whole community members to make every endeavour to support inclusion in education. However, on the one hand, educational leaders must ensure that inclusive policies are disclosed and implemented; on the other hand, teachers require further training in order to broaden their knowledge so that students’ needs are fully met and academic development and accomplishments are successfully achieved. Inclusive practices should be designed to promote the active participation of all students, irrespective of their disabilities or other condition that could impose a barrier to their effective learning process. The aim of this study lies upon the need to describe the effects of inclusive practices on the academic performance and achievement of both students with and without disabilities, and how these outcomes contribute to the quality of the Mozambican education system. In this regard, this qualitative study was conducted through a combination of interview and observation data collection methods, whereby the researcher interviewed teachers and observed specific lessons in a Mozambican regular school. The research results contained herein will emphasize the main constraints and challenges faced by educational stakeholders in Mozambique and will highlight the need to conduct further studies in this area in order to obtain an in-depth understanding of the appropriate strategies to eliminate teaching and learning barriers in inclusive learning settings.