The Future of Education

Years after the implementation of the National Program for Inclusive Education in Morocco, the reality for students with disabilities in mainstream classrooms continues to fall short of the program's stated goals. Persistent and significant difficulties still impede their access to quality education and full participation. This research aimed to explore the cultural barriers that hinder the development of effective inclusive teaching practices, which are essential for guaranteeing quality learning for all students. The central premise of the study is that deeply embedded cultural norms and beliefs about disability can profoundly influence teachers' pedagogical approaches, their expectations of student potential, and their daily interactions in the classroom. This dynamic often creates a considerable gap between the aspirations of national policies, which are frequently aligned with international human rights frameworks, and the complex realities of classroom practice. To investigate this phenomenon in depth, we conducted a series of semi-structured focus groups with teachers working in three inclusive schools located in the West-East region of Morocco. This qualitative approach was chosen to allow for an in-depth exploration of the teachers' shared experiences, perceptions, and the nuanced meanings they attach to their work with students with disabilities. The rich data gathered from these discussions were subsequently analyzed using conventional content analysis to systematically identify and interpret recurring themes and patterns.