article · Journal of Social Science and Human Research Studies
An eight-month comparative case study evaluated individualised educational interventions for two children with neurodevelopmental disabilities in a specialised setting in Morocco. The participants included an eight-year-old boy with cerebral palsy and profound intellectual disability, and an eleven-year-old boy with autism spectrum disorder. Delivered by a multidisciplinary team including educators, speech therapists, physical therapists, and psychological specialists, the interventions targeted five developmental domains. The participant with autism spectrum disorder attained roughly 64 percent overall programme completion, showing reduced stereotypic behaviours and gaining independent self-care skills. The participant with profound intellectual disability achieved approximately 38 percent programme completion, showing progress in supported gaze fixation and phoneme articulation. Both participants faced continuing hurdles, including hyperkinetic behaviours and receptive language deficits, demonstrating the need for extended timeframes, adjusted expectations, and family-centred models in complex neurodevelopmental care.
Tailoring inclusive education to children with severe neurodevelopmental conditions requires realistic and differentiated expectations. Demonstrating how multidisciplinary support produces distinct rates of progress helps educators and therapists set appropriate developmental targets. It underlines the importance of individualised pacing, dedicated professional teams, and sustained family-centred involvement when fostering functional independence and communication in specialised educational settings.
This work informs applied intervention frameworks for specialised schools, therapy clinics, and inclusive education providers. As an applied case study involving two participants, the methodology is at an early practice-based stage rather than being a ready-to-scale commercial product. Practical translation would require codifying the multidisciplinary protocols into structured training curricula, assessment guidelines, or therapy management toolkits for educational and clinical organisations.
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Abstract : This comparative case study examined the implementation and outcomes of individualized educational interventions for two children with neurodevelopmental disabilities over an eight-month period (December to July) in a specialized educational setting in Morocco. The first participant, an eight-year-old male with cerebral palsy complicated by profound intellectual disability, and the second participant, an eleven-year-old male with autism spectrum disorder (ASD), underwent multidisciplinary interventions across five developmental domains. Grounded in Vygotsky's sociocultural theory of defectology and Bronfenbrenner's ecological systems theory, the study employed specialized educators, speech therapists, psychological support specialists, and physical therapists. Systematic observation, competency assessments, and targeted interventions revealed substantially differential outcomes: the child with ASD achieved approximately 64% overall program completion compared to approximately 38% for the child with profound intellectual disability. Notable gains included gaze fixation up to two minutes with assistance and articulation of select phonemes for the child with profound intellectual disability, while the child with ASD demonstrated reduced stereotypic behaviors and acquisition of independent self-care skills. Persistent challenges included hyperkinetic behaviors, receptive language processing difficulties, and delayed self-care independence. These findings underscore the necessity of developmentally appropriate expectations, family-centered intervention models, and extended timeframes for skill acquisition in populations with complex neurodevelopmental profiles. Implications for multidisciplinary intervention design, ecological systems-informed practice, and inclusive education policy are discussed.
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DOI: 10.5281/zenodo.22012371
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