Examining Inclusive pedagogy and practice: Moroccan primary teachers’ attitudes and practices in Moroccan Primary Schools

Abstract

Inclusive schooling is a recent phenomenon in the Moroccan educational system. It is about giving all schoolchildren equal instructive prospects and opportunities in conventional classrooms. Schools are social institutions that should improve all students’ lives through appropriate teaching and learning practices. However, the school culture is vital for the improvement of inclusive education. This study aimed to explore primary teachers’ perceptions and attitudes towards inclusive education practice in supporting students with disabilities in Moroccan primary schools. In order to achieve this aim, this study takes on qualitative analysis to gather and analyse the data and present the results. Thematic content analysis was used for analysing qualitative data collected via semi-structured interviews. Ten interviews were conducted with ten teachers from Moroccan primary schools. The qualitative data showed that teachers support inclusive schooling; however, they hesitated to include students with severe disabilities. Several factors influenced Moroccan primary teachers’ attitudes towards inclusive education. The most common factors were: 1) inadequate training of teachers on teaching students with disabilities. 2) Lack of suitable equipment to support students and teachers in the teaching and learning process, 3) inadequate government funding, 4) limited pledge from the Moroccan Ministry of Education, and inadequate contribution and meeting of teachers on policy and curriculum proposals were also identified as causative influences for non-inclusion of students with debilities in conventional schools.