Integrating Educational and Therapeutic Support for Neurodiverse Learners: Evidence from the AL-TAHADI Association at Atlas Primary School, Kenitra, Morocco

English

This article presents a qualitative case study exploring the implementation of comprehensive educational and therapeutic approaches for neurodiverse learners, specifically individuals with Trisomy 21 (Down syndrome) and specific learning difficulties, within an inclusive school setting in Kenitra, Morocco. Drawing on observational data from the AL-TAHADI Association’s programs at Atlas Primary School and a detailed speech therapy assessment, this research employs Braun and Clarke’s (2006) thematic analysis to identify and analyze key themes in pedagogical practice and intervention. The analysis reveals three central themes: 1) Differentiated Pedagogical Frameworks as a Catalyst for Engagement, 2) The Interplay of Cognitive-Linguistic Domains in Learning, and 3) Holistic Development as a Pathway to Social Integration. The findings underscore the critical importance of multi-faceted, individualized approaches that integrate academic, therapeutic, and psychosocial support. The study concludes that such integrative models are essential for fostering autonomy, modifying behavior, and facilitating meaningful inclusion for individuals with special needs, offering a replicable framework for similar educational contexts.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.