Challenges Faced by Parents of Children with Down Syndrome in Mainstream Schools: Exploring Inclusive Education

Introduction Parents of children with Down syndrome encounter significant challenges throughout their children's educational journey, particularly within inclusive mainstream schools. This study aims to explore the specific obstacles faced by these parents in mainstream schools located in the Rabat-Salé-Kenitra province of the Kingdom of Morocco. By addressing the under-explored context of Morocco, this study provides new insights into the unique challenges faced by parents in this region. Objective The objective of this research is twofold: the first objective is to explore the impact of the child's age on the challenges faced by parents in the process of inclusive education for children with Down syndrome. The second objective is to examine the influence of the school level on these challenges, pinpointing specific issues at each stage. Methods This cross-sectional study was conducted at the Dysmorphology Service at the Children's Hospital of CHUIS Rabat, Morocco, over one year. The sample included 148 parents of children with Down syndrome aged 4 to 15 years. The study employed a structured questionnaire to assess both demographic factors (such as the age and educational level of the children) and the parents' perceptions of mainstream schooling, inclusive education, and the difficulties encountered. Statistical analyses, including one-way ANOVA and t-tests, indicated significant differences in the challenges faced by parents based on the age and school level of the children. Likewise, the ANOVA results showed significant disparities between age groups (F(3) = 21.38, p < 0.05), with parents of children aged 7-9 and 10-12 reporting more difficulties. Additionally, t-test results revealed significant differences between preschool and primary school levels (t = -7.57, p < 0.05), with primary school parents experiencing more challenges. Results The study highlights the necessity for continuous support and resources for parents and educators to ensure successful, inclusive education for children with Down syndrome. It also emphasizes the need for targeted strategies that account for the specific challenges at different educational stages. The research underscores the importance of adaptive educational strategies and effective collaboration between parents and teachers. It also calls for enhanced awareness and training programs to better equip educators to handle the specific needs of these children. Conclusion This research contributes to a deeper understanding of the persistent challenges in inclusive education for children with Down syndrome and offers actionable recommendations for improving support systems in the Moroccan context.