article · Journal of Social Science and Human Research Studies
An examination of Morocco's national teacher guide for inclusive education assesses how the country operationalises support for children with disabilities. The guide establishes a framework across four key areas: legal and philosophical foundations, teacher competence development, pedagogical differentiation, and multi-stakeholder involvement. It provides practical guidance covering barriers to learning, diverse types of impairment, differentiated teaching, individualised pedagogical planning, and collaborative partnerships. While the framework systematically translates inclusive principles into classroom strategies, notable challenges persist. In particular, the analysis identifies ongoing gaps concerning social perceptions of disability, resource constraints, and the necessity for continuous professional development for teachers. These findings provide insights into the operational and policy realities of establishing inclusive education frameworks within Global South environments.
Shifting from segregated special schooling to inclusive classrooms requires clear practical frameworks for educators. Evaluating national teacher guides reveals whether policy intentions translate effectively into teaching methods. Understanding these structural gaps helps policymakers, development agencies, and educators address systemic resource constraints, cultural perceptions of disability, and professional development needs when implementing inclusive education systems across developing economies.
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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: 10.65150/ep-jsshrs/v2e8/2026-13
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