Survey on inclusive educational practices in the primary cycle

Authors

Omar ELOuidadi 1 laboratory Processes, Materials and Environment Laboratory, Faculty of Sciences and Technology, Sidi Mohamed BenAbdellah University Fez 2 Regional center for education and training Taza., Morocco
Mohammed Rehhali Regional academy of education and training Casablanca., Morocco
Abdelghani Slassi Regional academy of education and training Fes meknes., Morocco
Abderrazzak Mazouak 2 Regional center for education and training Taza., Morocco 4 Laboratory of pedagogical and didactic engineering of sciences and mathematics CRMEF of Fes Meknes

Abstract

This article aimed to analyze the representations and inclusive practices of primary school teachers, in order to consider concrete ways to enrich didactic-pedagogical practices in the perspective of the effective implementation of inclusive education. In order to support students in difficult situations and frame the resources and obstacles of this ''inclusive'' mode of education, three questionnaires were made available online to 151 primary school teachers from the Taza provincial delegation. The results from our questionnaires show a significant lack of knowledge of the concept, the typology of disability, learning disabilities and the educational adaptations put in place in this direction in order to guarantee the integration of this category of student around the motto ' 'education for all'.

Keywords: Inclusive education, Educational practices, pupils with special needs, Representations, Didactic-pedagogical adaptations.

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Published

2023-07-04

How to Cite

Omar ELOuidadi, Mohammed Rehhali, Abdelghani Slassi, & Abderrazzak Mazouak. (2023). Survey on inclusive educational practices in the primary cycle. International Journal of Scientific Research and Innovative Studies, 2(2), 1–5. Retrieved from http://ijsrisjournal.com/index.php/ojsfiles/article/view/85