From Awareness to Action: Fostering Inclusivity for Students with Disabilities

Abstract

This study aims to investigate the process of fostering inclusivity for children with autism spectrum disorder (ASD) within educational contexts, with a specific focus on understanding the efficacy of Applied Behavior Analysis (ABA) and Assessment of Basic Language and Learning Skills (ABLLS) programs. It draws from experiences gained through collaboration with professionals and parents at the Princesse Lalla Meryem Pour Enfants Autistes Institute in Tangier. Set within the dynamic landscape of Morocco's disability support and education sector, this research unfolds within the framework of the Princesse Lalla Meryem Pour Enfants Autistes Institute in which ABA and ABLLS programs are used extensively, complemented by individualized support provided by dedicated assistants for each student. Furthermore, cognitive behavioral therapy is integrated into the educational approach. The overarching goal of the organization is to equip children with ASD with the necessary skills to integrate successfully into mainstream educational institutions. By employing a participatory action research methodology, this study engages closely with professionals, parents, and autistic students. Qualitative interviews, observations, and collaborative reflections serve as key methods to understand the nuances and effectiveness of ABA, ABLLS, and cognitive behavioral therapy in fostering inclusivity. Initial findings highlight the pivotal role of individualized support and evidence-based interventions such as ABA, ABLLS, and cognitive behavioral therapy in promoting the inclusion of children with ASD. Insights gleaned from the experiences of both professionals and parents shed light on promising practices and areas for further enhancement in preparing autistic children for successful integration into mainstream educational institutions. This study enriches the existing literature by providing firsthand insights into the practical applications of ABA, ABLLS, and cognitive behavioral therapy within the context of an inclusive educational organization in Morocco. By bridging theory and practice along with incorporating diverse perspectives, the study aims to inform the development of more effective inclusive policies and practices, ultimately contributing to the successful integration of children with ASD into mainstream educational settings.