Heba Press: Ahmed Al-Musaed
The Ministry of National Education, Primary Education and Sports oversaw the organization of the first teachers’ forum, on September 26 and 27 in Rabat, and after the Moroccan Federation of Associations Working in the Field of Mental Disability was informed of the content of the forum’s program, the Federation expresses its concern about the neglect of the subject of inclusive practices for functional diversity and disability.
According to a report of which Heba Press received a copy, Nadia Attia, president of the Moroccan Federation of Associations working in the field of intellectual disability, expressed her concern about the neglect of the theme of inclusive practices within the Teachers’ Forum program. , and that the quality reform process requires the establishment of a comprehensive education, through diversified practices, to meet special educational needs, which are the program on which advanced educational systems operate, and developmental disabilities, both visible and invisible, including specific learning disabilities, constitute 20% of school children, and that the pioneer school is the supportive school, which responds to situations, which is the school that makes functional diversity a gateway to continuous improvement.
She also added that the strategic vision of reform of the education and training system 2015-2030 made equity, quality and progress the pillars of a strategic orientation, and that the fourth lever was devoted to guaranteeing the rights of persons with disabilities or in special situations. to access the education and training system, and that this assurance has a constitutional basis, By stipulating in its export, the prohibition of discrimination based on disability, and in its chapter 34, the establishment of public rehabilitation policies, and this recognition is also enshrined, through Framework Law No. 51.17 for the education, training and scientific research system, and Framework Law No. 97.13 for the protection of the rights of persons with disabilities and to advance it.
The neglect of the issue of inclusive practices for students with difficulties and disorders, adds the president of the union, reflects the limits of the concept of school for all, and reflects the weakness of the educational program to accommodate functional diversity, and that the reform program no longer takes into account issues of equity and quality.
It would also have been more appropriate, added Nadia Attia, to raise the question of preventive and therapeutic pedagogical approaches towards students with disabilities, as an entry point to improve the quality of training, because the challenge for the future is how to integrate diversity as a fundamental element of the teaching-learning process.
Finally, the Moroccan Federation of Associations Working in the Field of Intellectual Disability, while expressing its concern about this discriminatory omission, requests clarification from the organizing body of this forum.
Thus, the Moroccan Federation of Associations Working in the Field of Intellectual Disability wrote to the Prime Minister, Aziz Akhannouch, and the Minister of National Education, Primary Education and Sports, Chakib Benmoussa, regarding the absence of the first teachers’ forum on the theme of intellectual disability. inclusive practices for functional diversity and disability.
