Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
Operationalizing Inclusive Education for Learners with Disabilities in Morocco: A Critical Examination of the National Teacher Training Guide
Oussama Boukhari, Yousra Lahmiyed
19 August 2026 · Vol. 2, Issue 8, pp. 1499-1504
DOI: 10.65150/EP-jsshrs/V2E8/2026-13
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What is this article about?
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.
Article at a glance
- Published
- 19 August 2026
- Volume / issue / pages
- Vol. 2, Issue 8, pp. 1499-1504
- 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
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.
Keywords: Inclusive education, children with disabilities, teacher professional development, differentiated instruction, individual pedagogical project, Morocco
Cite this article
Oussama Boukhari, & Yousra Lahmiyed (2026). Operationalizing Inclusive Education for Learners with Disabilities in Morocco: A Critical Examination of the National Teacher Training Guide. Journal of Social Science and Human Research Studies, 2(8), 1499-1504. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-13
@article{Oussama2026,
title = {Operationalizing Inclusive Education for Learners with Disabilities in Morocco: A Critical Examination of the National Teacher Training Guide},
author = {Oussama Boukhari and Yousra Lahmiyed},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {8},
pages = {1499-1504},
doi = {10.65150/EP-jsshrs/V2E8/2026-13},
url = {https://doi.org/10.65150/EP-jsshrs/V2E8/2026-13}
}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 1499-1504, 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/V2E8/2026-13 (https://doi.org/10.65150/EP-jsshrs/V2E8/2026-13).
How do I cite this article?
APA: Oussama Boukhari, & Yousra Lahmiyed (2026). Operationalizing Inclusive Education for Learners with Disabilities in Morocco: A Critical Examination of the National Teacher Training Guide. Journal of Social Science and Human Research Studies, 2(8), 1499-1504. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-13
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