Exploring the Interaction between Teachers and the Parents of a Child with Dyslexia and Dysgraphia in an Inclusive Classroom. A Case Study

Inclusive education is a contemporary reform in the Moroccan schooling system; it aims to provide equal opportunities for all learners in mainstream classrooms regardless of their abilities and backgrounds. Consequently, Moroccan educational authorities have implemented the national program for inclusive education in 2019 as an official and institutional plan to develop inclusive schools in Morocco. However, multiple barriers hamper this endeavour. For instance, the absence of regular interaction between parents and teachers affects the inclusion of learners with difficulties and the quality of their learning. This research aimed to explore the interaction between teachers and parents of a 9-year-old primary school pupil; the latter was diagnosed with Dyslexia and Dysgraphia that negatively affected his learning and then his self-esteem and well-being. To achieve this aim, we conducted semi-directed interviews with the mother, the teachers and the student, then a reflexive thematic analysis to analyse the data. Results revealed that (1) the teacher did not change his attitude to support inclusion in his classroom; (2) the parent complained about the lack of interaction with the teacher, and (3) they expressed their discomfort about the quality of inclusion in the school.