Special Education Practices in Non-Governmental Contexts: A Qualitative Case Study of the El-Yosser Association for Children with Special Needs in Sidi Slimane, Morocco

English

This qualitative case study examines the special education practices of the El-Yosser Association for Disabled People (AYEBSS) in the Sidi Slimane region of Morocco. Grounded in a rights-based framework informed by the Convention on the Rights of Persons with Disabilities (CRPD), the research explores the association’s pedagogical strategies, programmatic offerings, and operational challenges in serving children with diverse disabilities. Data were collected through sustained participant observation and semi-structured interviews with six female teaching assistants. Thematic analysis, following the method of Braun and Clarke (2006), identified key themes related to multisensory pedagogical approaches, the therapeutic use of arts and physical activity, efforts toward social integration and skill development, and systemic barriers such as resource limitations and attitudinal challenges. Findings indicate that the association implements a holistic, child-centered model that emphasizes functional life skills, social participation, and psychological support. However, its efficacy is constrained by a lack of specialized materials, assistive technologies, and continuous professional development for staff. The study concludes that while community-based organizations like AYEBSS play a critical role in filling gaps in state-provided special education, their impact requires strengthening through structured partnerships, evidence-based training, and sustained resource allocation. This research contributes to the literature on community-driven special education in low-resource settings and offers insights for policy and practice aimed at inclusive education in the Global South.

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