The role of digital resources in ensuring the continuity of learning for students with disabilities in Moroccan primary schools

In spite of the commitments towards inclusive education in the Moroccan legislation, students with disabilities experience barriers related to the infrastructure, teachers’ skills, and teaching practices. The goal of the research is to identify what forms of digital resources can optimally address the unique needs of these students, as well as the access and application of that must be accomplished to enhance their education, and to provide equal educational access to all students. Through semi-structured interviews with teachers, a qualitative study was conducted in five primary schools with resource rooms in the Mediouna directorate of Morocco. The analysis found three types of especially helpful digital resources: digital mind maps, interactive quizzes and educational videos. Such resources improve student engagement, academic progress and knowledge structuring as well as sustain participation and personal focus on getting learning done. This research, one of the first empirical investigations on the integration of digital resources for students with disabilities in the Moroccan educational context, proposes a conceptual model to guide inclusive educational practices in Morocco and similar contexts. However, successful implementation requires addressing challenges regarding the balance between digital tool usage and classroom practices, improving accessibility, and enhancing teacher training.