article · Journal of Social Science and Human Research Studies
This research provides a critical review of Morocco's 2019 national guide on implementing inclusive education for children with disabilities in schools. It evaluates the philosophical principles, managerial capabilities, and organisational solutions required to put inclusive education into practice. The guide acts as a policy mechanism to translate international human rights standards, specifically the United Nations Convention on the Rights of Persons with Disabilities, into Morocco's educational system. The review focuses on the transition from historical segregation and integration towards authentic inclusion. Key findings highlight the necessity of transforming the perceptions and attitudes of school directors, alongside developing their competencies in participatory management and multi-stakeholder collaboration. Additionally, effective implementation requires systematic planning, structural reorganisation, responsiveness to time constraints, and continuous evaluation.
Ensuring that children with disabilities can access mainstream education requires translating high-level human rights treaties into everyday classroom management. By identifying the leadership practices, attitude shifts, and administrative adjustments needed within schools, this work helps education authorities understand how to move from aspirational inclusion policies to functional, supportive school environments.
The abstract does not describe a commercial product or market pathway. Instead, the analysis could inform the design of leadership development programmes, policy implementation frameworks, and administrative toolkits for educational authorities and school directors. Any such application would be in the public sector or non-profit training domain, currently sitting at the conceptual stage of policy evaluation.
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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: 10.65150/ep-jsshrs/v2e8/2026-12
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