article · Journal of Social Science and Human Research Studies
A national guide developed by the Moroccan Ministry of Education outlines the implementation of inclusive education for children with disabilities. It operationalises international human rights frameworks, particularly the United Nations Convention on the Rights of Persons with Disabilities, within the domestic school system. The guidance establishes a paradigm shift, transitioning from historical segregation and integration towards genuine inclusion. Successfully realising this shift depends heavily on educational leadership. School directors need to transform their attitudes and perceptions regarding disability while developing core professional competencies. Crucial management capabilities include participatory governance, cross-sector multi-stakeholder partnerships, strategic planning, and structural reorganisation. Furthermore, successful implementation requires navigating institutional time constraints and maintaining continuous evaluation to ensure school environments adapt effectively to the diverse needs of all learners.
Translating international disability rights treaties into daily school practices requires clear managerial frameworks for headteachers and administrators. Understanding the leadership skills, organisational adjustments, and collaborative partnerships necessary for inclusive schooling helps education systems support children with disabilities effectively, replacing historical separation with integrated, rights-respecting learning environments.
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Abstract : 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.
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DOI: 10.5281/zenodo.22011990
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