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Dirassat

Abstract

In Morocco, the profiles of primary school pupils are becoming increasingly diverse. Faced with this reality, teaching practices are also heterogeneous, but are they all inclusive ? By inclusion, we mean maximising every learner's chance of success, whether or not they have special needs. This article looks at the importance of flexibility and adaptability in school organisation and teaching practices. It aims to verify, using examples, the value of the Universal Design for Learning (UDL) in managing heterogeneous profiles in a Moroccan primary school class, in order to guarantee every chance of success. Since it focuses on the two poles of the spectrum of human "normality": the disabled and the gifted, while at the same time focusing on three major brain processes - the what, the why and the how - UDL is centered on the Learner and not on learners with specific needs, and directs pedagogical action towards the development of cross-disciplinary skills. To achieve this, it advocates the development and implementation of diversified educational and organizational practices that meet the learning needs of all people, whatever their background, without compromising on curriculum requirements.

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