Towards Inclusive Education: Parental Perspectives on Autism Inclusion in Schools in Morocco
Bibliographic record
Abstract
School inclusion for autistic children in Morocco is a crucial issue for ensuring educational equity. Despite the efforts made in recent years in the field of autism, many challenges remain. The aim of this study is to investigate the educational experiences of parents of children with autism in Moroccan schools. It focuses specifically on parents of autistic children attending school in the two regions: Casablanca-Settat and Rabat-salé-kenitra, with a view to adapting educational programs to promote better social integration in more inclusive school environments. This study adopts a mixed-methods research approach, combining qualitative and quantitative methods, including semi-structured interviews with parents of autistic children, questionnaires to assess their satisfaction, and direct observations of children in the school context, aiming to provide an in-depth understanding of school inclusion for autistic children in Morocco. The results indicate a significant demand for adapting teaching methods for autistic children, as well as increased communication with the teaching team and better social integration. In addition, the level of acceptance of autism in Moroccan society is generally considered to be average or low, underlining the need for better care for autistic children. It is recommended that autism awareness programs be strengthened in schools to promote better understanding and acceptance within the educational community.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".