Individualized Educational Plan (IEP): A literature review as a strategy for the construction of a proposal in Mozambique

Abstract

The present study uses the experiences of international publications on the elaboration and implementation of the Individualized Educational Plan (IEP), to discuss and situate the feasibility of building the IEP for the inclusion of students with intellectual disabilities in the Mozambican context; it is a theme that is not common in Mozambique, which is why there is little national literature for this purpose. However, thinking about the possibility of the best way to make the learning of subjects with intellectual disabilities more flexible, in view of the deficient academic participation of this target group, the research aimed to analyze the configuration of scientific productions on the elaboration and implementation of the IEP for the inclusion of students with intellectual disabilities. As for the type, it is qualitative and used the Literature Review method in three digital platforms, BDTD, Scielo and Google Scholar, through the following descriptors: Individualized educational plan, Individualized educational planning, Individualized teaching plan and Intellectual disability. As a result, 42 publications were identified, of which 6 were theses, 19 dissertations and 17 articles; From the analysis carried out based on the criterion of inclusion and exclusion, it was concluded that only 6 publications support the research, and of these studies report the process of elaboration of the IEP and its contribution to the inclusion of students with intellectual disabilities, but show a certain limitation to explain its operationalization. However, they recognize that it is a complex process that requires collaboration and training for teachers and inclusion staff so that it does not constitute a mere exercise in filling out forms.