The present paper provides a comprehensive overview of the prevailing circumstances concerning the education of children with disabilities within the Moroccan context. It elucidates the existing legislative framework that governs disability and its intersection with education, as well as the concerted actions aimed at enhancing educational access for this demographic. Noteworthy recognition is accorded to the collaborative efforts of international entities and local civil society in bolstering the welfare of children with disabilities. Of paramount significance are the statistical insights furnished by the Ministry of Education, the Ministry of Solidarity, and the High Commission of Planning, which serve as crucial instruments for comprehending the academic engagement of children with disabilities and identifying institutions engaged in data aggregation for potential future investigations.

Arssi, A. (2024). Towards the Inclusion of Children with Disabilities in Morocco. The International Journal of Technology, Innovation, and Education, 2(1), 87-105. https://doi.org/10.5281/zenodo.14788396