2025/07/04 by , Fadel, Ourdi, Asmae
paper · doi:10.48423/imist.prsm/rmere-v1i13.55069
Like many countries in the world, Morocco has sought to include persons with disabilities in the public life to increases their participation and well-being. Accordingly, the National Program for Inclusive Education was established, as well as the development of inclusive public policies to facilitate the inclusion of persons with disabilities in schools. Inclusive education departments were also established in regional academies and the local directorates of national education, the goal of all this dynamism is to enable all children with disabilities to benefit from quality learning in general education schools and to end forms of isolation or discrimination due to disability. However, these efforts were not sufficient to transform the general educational system into a truly inclusive one. According to many official reports and academic studies, teaching children with disabilities in general education schools still confronts many difficulties, perhaps among them the inability of teachers and other Moroccan public school staff to change their perception of disability and thus develop their practices to achieve the goal of school inclusion. In our research, we aimed to investigate the gap related to the capability of teaching practitioners to adopt approaches based on exploring the strengths of all learners, and those with disabilities in particular, and investing them in engineering teaching practices instead of focusing on disability. Accordingly, we conducted our research in some general education schools in Tangier city. Our intentional research sample consisted of inclusive teachers. Therefore, we adopted a qualitative methodology to achieve a deep understanding of the obstacles to implementing inclusion as a daily teaching practice. We concluded that several obstacles prevent the implementation of school inclusion from the point of view of the participants, we also concluded that teachers do not adopt any clear and pedagogical approach that explores and enhances the strengths of learners with disabilities and thus enables the engineering of teaching practices in line with the Universal Design for Learning.