The Future of Education

Edition 14

Accepted Abstracts

Exploring Inclusive Teaching Practices’ Barriers in Moroccan School.

Fadel Naciri, Abdelmalek Essaadi University (Morocco)

Ahmed Lamihi, Abdelmalek Essaadi University (Morocco)

Asma Id Babou, Sidi Mohamed Ben Abdellah University (Morocco)


After the Moroccan ratification of the Incheon convention about inclusive education in 2015, the educational board has engaged in developing an inclusive schooling system, consequently, has committed to implementing the National Program for Inclusive Education to guarantee equity and equality in the educational system. However, many barriers still hinder the education of all students in mainstream classrooms, including the ones with disabilities. This research aimed to explore diverse and different barriers to developing inclusive teaching practices to ensure good quality education for all students. We have conducted focus groups with teachers in several inclusive schools in Morocco, and have adopted a content analysis to deepen our understanding. We obtained the following results: (1) Disability's cultural background has impeded teachers' preparedness and ability to actualize their educational approaches, (2) teachers were not able to develop inclusive teaching practices based on social and human rights approaches, (3) they were unprepared and unqualified to teach students with severe or mental disabilities. We recommend designing contextualized training programs for future inclusive teachers to develop inclusive teaching practices within Moroccan schools.

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