The National Commission for Education Evaluation, Training and Scientific Research System published a report Wednesday on the educational model adopted to teach children with disabilities in Morocco. To implement an educational model wherein special needs students spend most or all of their time with non-special needs students, awareness campaigns must be intensified in Morocco. This is the conclusion brought by a report, published Wednesday by the National Commission for Education Evaluation, Training and Scientific Research System. The body highlighted in its report the urgent need of restructuring the training of teachers and instructors in education and pedagogy, in order to renew the adapted tools used in teaching these children. This report stressed that the inclusive approach to the education of children with disabilities requires a framework of references and programs with strong mobilization of multidisciplinary teams. The same source indicated that despite the differences encountered in the both urban and rural areas, improvement has been registered in the last couple of years. Fees provided by families However, the report warned against the number of drop-outs registered in high schools for students with disabilities, stressing that the majority of these pupils spend a significant amount of time in primary and secondary school. In addition to that, this document indicated funds allocated to the educational model for people with disabilities are very poor. It also pointed out that these young students are completely supported by their parents. To put it in other words, the report explained that monitoring the educational system implemented in Morocco for teaching students with disabilities is mostly relying on parents' contributions. The evaluation of the educational model for children with disabilities is based on the study of comprehensive documentation and theoretical research, as well as on field studies of 31 experiments in four different regions. Thus, the analysis included four factors, namely education, training, adaptation and orientation. According to the report, which showed a progress of nearly 22 points, the educational situation of children with disabilities aged between 4 and 15 years old has evolved in the recent years. On the other hand, this change remains limited and dependent on the contribution of parents whose financial resources are often limited, as well as the commitment of individuals and NGOs.
