Operationalizing Inclusive Education for Learners with Disabilities in Morocco: A Critical Examination of the National Teacher Training Guide

Abstract

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.