Development of indicators to evaluate the inclusive education of Deaf students: An institutional and organizational approach based on a literature review

Abstract

The article analyzes the development of indicators for evaluating inclusive education for the Deaf in the Republic of Mozambique. It begins with the recognition that, despite legal and political advances, significant gaps remain in monitoring and evaluation mechanisms. Based on foundations established in international frameworks such as the Salamanca Statement and the Convention on the Rights of Persons with Disabilities, as well as in national legislation, particularly Law No. 18/2018 and the Inclusive Education Strategy 2020-2029, the research emphasizes that effective inclusion requires, in addition to regulations, assessment instruments sensitive to the linguistic, cultural, and pedagogical specifics of deafness. The study employed methodologies based on a qualitative and exploratory approach, utilizing systematic literature reviews and content analysis of regulatory documents and relevant scientific studies. The results highlight the scarcity of specific indicators for Deaf students, along with the predominance of generic models that overlook important aspects such as Mozambican Sign Language, bilingual training for teachers and interpreters, communication accessibility, and the participation of the Deaf community. The study contributes a model of indicators that integrates the necessary dimensions for school management to promote inclusive education for Deaf students in Mozambique.