Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
Differential Outcomes in Inclusive Pedagogical Interventions for Children with Profound Intellectual Disability and Autism Spectrum Disorder: A Comparative Case Study Analysis in Morocco
Oussama Boukhari, Bessma Hamama, Hind Brigui
19 August 2026 · Vol. 2, Issue 8, pp. 1505-1516
DOI: 10.65150/EP-jsshrs/V2E8/2026-14
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What is this article about?
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.
Article at a glance
- Published
- 19 August 2026
- Volume / issue / pages
- Vol. 2, Issue 8, pp. 1505-1516
- ISSN
- 3051-3561 (online) · 3051-3553 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
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.
Keywords: Inclusive pedagogy, profound intellectual disability, autism spectrum disorder, multidisciplinary intervention, ecological systems theory, sociocultural theory, special education, comparative case study
Cite this article
Oussama Boukhari, Bessma Hamama, & Hind Brigui (2026). Differential Outcomes in Inclusive Pedagogical Interventions for Children with Profound Intellectual Disability and Autism Spectrum Disorder: A Comparative Case Study Analysis in Morocco. Journal of Social Science and Human Research Studies, 2(8), 1505-1516. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-14
@article{Oussama2026,
title = {Differential Outcomes in Inclusive Pedagogical Interventions for Children with Profound Intellectual Disability and Autism Spectrum Disorder: A Comparative Case Study Analysis in Morocco},
author = {Oussama Boukhari and Bessma Hamama and Hind Brigui},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {8},
pages = {1505-1516},
doi = {10.65150/EP-jsshrs/V2E8/2026-14},
url = {https://doi.org/10.65150/EP-jsshrs/V2E8/2026-14}
}Questions about this article
Who wrote this article?
Oussama Boukhari, Bessma Hamama, Hind Brigui.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 8, pages 1505-1516, published by EP Journals Group on 19 August 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jsshrs/V2E8/2026-14 (https://doi.org/10.65150/EP-jsshrs/V2E8/2026-14).
How do I cite this article?
APA: Oussama Boukhari, Bessma Hamama, & Hind Brigui (2026). Differential Outcomes in Inclusive Pedagogical Interventions for Children with Profound Intellectual Disability and Autism Spectrum Disorder: A Comparative Case Study Analysis in Morocco. Journal of Social Science and Human Research Studies, 2(8), 1505-1516. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-14
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