Constraints of school inclusion of dyslexic Moroccan children in ordinary classes, case of environmental and energy terms

Abstract

Inclusive education is considered as an education system for people with disabilities in order to integrate them with the rest of the students and guarantee their right to education without discrimination. However, there are problems raised at the beginning of the implementation of this new system. And given the importance of the subject, many researchers from different countries of the world have discussed this inclusive system in order to find solutions that facilitate the process of learning these people and their integration into normal life. This article tries to address the issue of inclusive education and its constraints in the province of El-Jaddida in Morocco. We adopted a qualitative study to clarify and understand this system, based on cases of dyslexic children requiring the presence of the school life assistant and additional time for the adaptation of certification exams. And therefore the improvement of this system requires the training and supervision of qualified teachers with skills in the field, while ensuring an appropriate and child-friendly environment in coordination with the health sector.