The fundamental model of inclusive education represents a radical paradigm shift from segregated special education to a comprehensive school system makeover designed to ensure that learning diversity amongst learners is accommodated. This paper presents a critical analysis of a national teacher guide for inclusive education for children with disabilities in Morocco, examining its philosophical foundations, pedagogical paradigms, and practice implementation strategies. The guide provides extensive guidance on barriers to education, types of impairments, differentiated instruction, individual pedagogical projects, and collaboration partnerships. This study aims to position the Moroccan model within the broader global discourse on inclusive education. The guide breaks down inclusive education into four overlapping dimensions: legal and philosophical foundations, teacher competence development, pedagogical differentiation, and multi-stakeholder involvement. The analysis indicates that while the guide is systematic in its attempt to translate concepts of inclusiveness into classroom practice, gaps remain concerning social representations of disability, resource limitations, and the need for continued professional development. The study considers policy and practice implications for Global South settings.
Oussama Boukhari, Y. Ph.D· Journal of Social Science an...· 0 citations
This paper is a critical review of a Moroccan national guide on the implementation of inclusive education for children with disabilities in schools. Based on the broad structure that the Moroccan Ministry of Education has created (Direction des Curricula, 2019), the philosophical underpinnings, managerial skills, and organizational solutions needed to implement inclusive education are evaluated in this paper. The guide is an important policy tool that operationalizes international human-rights frameworks such as the UN Convention on the Rights of Persons with Disabilities (2006) within the Moroccan educational setting. This article examines the methodology of inclusive education as adopted in the guide, with special attention to the paradigm shift from segregation and integration to actual inclusion. The main conclusions point to the importance of changing the representations and attitudes of school directors and building professional competencies in participatory management and multi-stakeholder partnerships. The discussion shows that effective inclusive education involves planning, reorganizing, adapting to time constraints, and continuous evaluation. The paper contributes to the international literature on educational leadership for inclusion by offering Morocco's contextualized approach to implementing Article 24 of the CRPD.
Oussama Boukhari, Y. Ph.D· Journal of Social Science an...· 0 citations