Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
From Policy to Practice: Transformative Leadership for Inclusive Education of Children with Disabilities in Moroccan Schools
Oussama Boukhari, Yousra Lahmiyed
19 August 2026 · Vol. 2, Issue 8, pp. 1494-1498
DOI: 10.65150/EP-jsshrs/V2E8/2026-12
Download full text (PDF)Cite this article
What is this article about?
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.
Article at a glance
- Published
- 19 August 2026
- Volume / issue / pages
- Vol. 2, Issue 8, pp. 1494-1498
- 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 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.
Keywords: Inclusive education, children with disabilities, school leadership, educational management, Morocco, human rights-based approach
Cite this article
Oussama Boukhari, & Yousra Lahmiyed (2026). From Policy to Practice: Transformative Leadership for Inclusive Education of Children with Disabilities in Moroccan Schools. Journal of Social Science and Human Research Studies, 2(8), 1494-1498. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-12
@article{Oussama2026,
title = {From Policy to Practice: Transformative Leadership for Inclusive Education of Children with Disabilities in Moroccan Schools},
author = {Oussama Boukhari and Yousra Lahmiyed},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {8},
pages = {1494-1498},
doi = {10.65150/EP-jsshrs/V2E8/2026-12},
url = {https://doi.org/10.65150/EP-jsshrs/V2E8/2026-12}
}Questions about this article
Who wrote this article?
Oussama Boukhari, Yousra Lahmiyed.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 8, pages 1494-1498, 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/V2E8/2026-12 (https://doi.org/10.65150/EP-jsshrs/V2E8/2026-12).
How do I cite this article?
APA: Oussama Boukhari, & Yousra Lahmiyed (2026). From Policy to Practice: Transformative Leadership for Inclusive Education of Children with Disabilities in Moroccan Schools. Journal of Social Science and Human Research Studies, 2(8), 1494-1498. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-12
More research from JSSHRS
- From Project-Like Activities to Project-Based Learning: Identifying PBL Characteristics in Event Management Courses at Ho Chi Minh City University of Culture
Huynh Cong Duan, Vu Thi Bich Duyen · Oct 2026
- Revisiting the Uncanny Valley in the AI Era: A Review of Visual Artifacts and Aesthetic Perceptions in AI-Generated Characters
Muhan Li · Oct 2026
- Development of Students’ Self-Learning Competence in Teaching Political Theory Subjects in the Digital Environment
Vu Thi Ha · Oct 2026
- The Double-Edged Sword of Digital Transformation in Cultural Scenic Areas: Heterogeneous Moderation of Qilu Cultural Genes on Technology-Value Conversion Paths
Xu Lulu, Tara Ahmed Mohammed · Oct 2026
- Experience in Applying Active Learning Methods in Probability and Statistics at Gia Lai Medical College
Nguyen Nhu Tram · Oct 2026