article · Journal of Social Science and Human Research Studies
Inclusive education requires transitioning from segregated special schooling to an integrated system that accommodates learner diversity. An evaluation of Morocco's national teacher training guide for learners with disabilities examines how inclusive principles translate into everyday classroom teaching. The guide addresses barriers to learning, categories of impairment, differentiated teaching approaches, individual pedagogical projects, and multi-stakeholder partnerships. Structurally, the document focuses on four dimensions: legal and philosophical foundations, teacher competence development, pedagogical differentiation, and collaborative involvement. Although the guide systematically attempts to bring inclusive concepts into educational practice, notable challenges persist. These include unaddressed social representations of disability, resource constraints within schools, and an ongoing requirement for sustained professional development. The findings offer practical insights for policy makers and educators seeking to implement inclusive frameworks across developing contexts.
Implementing inclusive education requires turning high-level national policies into practical classroom methods. By identifying both strengths and gaps in a national training framework, this work clarifies what teachers need to support children with disabilities effectively. Understanding these operational challenges helps education authorities and development organisations design targeted training and resource allocation strategies that improve educational access in resource-constrained environments.
The abstract does not indicate a direct commercialisation pathway, as it focuses on evaluating a public national teacher training guide. However, education consultancies, development agencies, and training organisations could use the identified gaps to design structured continuous professional development curricula and support materials for schools in the Global South. These applications sit at the level of early-stage educational programme and policy design.
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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.
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DOI: 10.5281/zenodo.22012253
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