{"id":990,"date":"2022-06-17T19:01:59","date_gmt":"2022-06-17T19:01:59","guid":{"rendered":"https:\/\/blog.uantwerpen.be\/global-pen-friends\/?p=990"},"modified":"2023-08-29T14:48:46","modified_gmt":"2023-08-29T14:48:46","slug":"autism-causes-and-symptoms","status":"publish","type":"post","link":"https:\/\/blog.uantwerpen.be\/global-pen-friends\/autism-causes-and-symptoms\/","title":{"rendered":"Inclusive education for children with disabilities"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Correspondence between Chaymae Khatiri<\/strong> (Student in Management and Social Mediation, Universit\u00e9 Mohamed Premier Oujda) and JMA<\/strong> (Pen name – Student in Applied Economics, Universidad Centroamericana). For security reasons, the name of the student from Nicaragua was anonymised.<\/p>\n\n\n\n

Cher JMA,<\/strong><\/h2>\n\n\n\n

C\u2019est avec plaisir que j\u2019ai saisi cette opportunit\u00e9 de partager avec toi les r\u00e9alit\u00e9s de mon pays et une joie immense de retrouver quelqu\u2019un qui s\u2019int\u00e9resse \u00e9galement aux sujets li\u00e9s au d\u00e9veloppement de l\u2019enfant.<\/p>\n\n\n\n

De nature, on garde tous un petit enfant qui ne grandit jamais  au fond de nous, Le mien est toujours pr\u00e9sent dans la plupart de mes pens\u00e9es, c\u2019est pour cela que je m’int\u00e9resse beaucoup au monde enfantin, comme tu sais, je suis une \u00e9ducatrice sp\u00e9cialis\u00e9  en petite enfance. C\u2019est ce qui m\u2019a donn\u00e9 la chance de consolider et d\u2019enrichir mes connaissances sur les enfants.<\/p>\n\n\n\n

Les d\u00e9fis li\u00e9s aux enfants sont nombreux mais pour mon cas je suis int\u00e9ress\u00e9 par l\u2019autisme, entre autres : les sympt\u00f4mes, les causes et l\u2019\u00e9ducation des enfants autistes au Maroc.<\/p>\n\n\n\n

Actuellement, le terme \u00ab autisme<\/strong> \u00bb est  couramment utilis\u00e9  pour qualifier une personne solitaire, repli\u00e9e sur elle-m\u00eame ou isol\u00e9e socialement. De mon point de vue, je trouve que cela est un pr\u00e9jug\u00e9 et  c\u2019est de l\u2019injustice envers les autistes. Il est vrai que les enfants autistes  ne sont  pas des enfants ordinaires, mais il  faut prendre leurs diff\u00e9rences dans le bon sens. Ils sont des enfants hyper intelligents et ont juste besoin d\u2019orientation et des soins pour se d\u00e9velopper en mieux.<\/p>\n\n\n\n

J’aimerais te pr\u00e9senter mon entendement de ce trouble. L\u2019autisme n\u2019est pas une maladie mais un trouble du d\u00e9veloppement d\u2019origine neurologique qui  se manifeste principalement par une alt\u00e9ration des interactions sociales et de la communication et par des int\u00e9r\u00eats restreints et r\u00e9p\u00e9titifs. Ces troubles peuvent provoquer un comportement inadapt\u00e9 dans certaines situations. Ces signes peuvent g\u00e9n\u00e9ralement \u00eatre identifi\u00e9s avant l\u2019\u00e2ge de 3 ans. <\/p>\n\n\n\n

Parmi  les sympt\u00f4mes sp\u00e9cifiques  d\u2019autisme il y a : l\u2019hyperactivit\u00e9, le manque de concentration, la sensibilit\u00e9 \u00e0 la lumi\u00e8re  et aux sons, l\u2019insensibilit\u00e9 aux douleurs, des crises de col\u00e8re agressives dirig\u00e9e vers soi et vers autrui. Les autistes souffrent d\u2019un retard du d\u00e9veloppement langagier car ils ne commencent \u00e0 parler qu\u2019apr\u00e8s l\u2019\u00e2ge de  deux ans. Ils ont de ce fait une incapacit\u00e9 \u00e0 amorcer ou \u00e0 soutenir une conversation et ils ne  peuvent pas exprimer leurs sentiments.<\/p>\n\n\n\n

Chez nous au Maroc pour ce qui est de l\u2019\u00e9ducation des enfants en situation de handicap, il n\u2019existe pas de classes publiques sp\u00e9cifiquement pour les enfants autistes. Mais, on a des dizaines d\u2019associations qui s\u2019occupent des petits autistes (association de Pinocchio \u00e0 Rabat, association miroir \u00e0 F\u00e8s, association Basma \u00e0 F\u00e8s, association NEJMA TISME MAROC \u00e0 Taourirt\u2026). Au niveau rural, les familles marocaines souffrent  d\u2019un manque de sensibilisation. Il existe des enfants qui ne b\u00e9n\u00e9ficient pas des soins ni dans les associations ni \u00e0 domicile parce que les parents ne savent  pas leur  situation. Dans d\u2019autres foyers  l\u2019ignorance poussent des familles  \u00e0 cacher leurs petits qui souffrent d\u2019une anomalie ce qui  aggrave leurs situations d\u2019handicape car pour eux c\u2019est de la honte d\u2019avoir des enfants avec des troubles psychiques ou physiques.<\/p>\n\n\n\n

En 2019, le Maroc a fait son premier pas pour minimiser et d\u00e9passer  la souffrance des enfants en situation de handicap en adoptant  un programme ambitieux dans le domaine de l\u2019\u00e9ducation  dont la finalit\u00e9 est d\u2019int\u00e9grer les enfants en situation de handicap avec leurs pairs ordinaires et que tout enfant  malgr\u00e9 sa situation ait le droit de s\u2019inscrire dans une \u00e9cole.<\/p>\n\n\n\n

Le programme national commence \u00e0 porter ses fruits. Selon les derniers statistiques du ministre de l\u2019\u00e9ducation nationale, de la formation professionnelle, de l\u2019enseignement sup\u00e9rieur et de la recherche scientifique,  plus de 90000 \u00e9l\u00e8ves en situation de handicap sont scolaris\u00e9s dans les classes ordinaires et environ de 10000 \u00e9l\u00e8ves b\u00e9n\u00e9ficient des services de qualification.<\/p>\n\n\n\n

Si j\u2019\u00e9tais un d\u00e9cideur politique, je trouve que pour garantir un changement et  un d\u00e9veloppement au niveau de l\u2019\u00e9ducation des autistes :<\/p>\n\n\n\n

    \n
  1. Il faut adapter l\u2019\u00e9cole aux petits autistes et non l\u2019inverse <\/li>\n\n\n\n
  2. Il faut d\u00e9passer la formation en th\u00e9orie en passant \u00e0 l\u2019\u00e9tape d\u2019application sur le terrain basant sur les techniques et les approches valid\u00e9es scientifiquement.<\/li>\n\n\n\n
  3. Il faut engager en \u00e9ducation  des sp\u00e9cialistes et des personnes form\u00e9es \u00e0 l\u2019autisme  parce qu\u2019ils sont capables de travailler au pr\u00e9alable avec des diff\u00e9rents profils d\u2019enfants, du b\u00e9b\u00e9 \u00e0 l\u2019adulte en passant par l\u2019adolescent.<\/li>\n<\/ol>\n\n\n\n

    J\u2019ai beaucoup \u00e0 partager avec toi cher JMA mais je me limite par ici pour une prochaine. J\u2019esp\u00e8re t\u2019avoir donn\u00e9 pour le moment les points importants pour comprendre la situation dans mon pays et pour avoir une vue globale de la situation des enfants autistes. Je serai tr\u00e8s reconnaissante si tu peux me donner une vision sur les enfants en situation de handicap chez vous\u00a0\u00e0 Nicaragua\u00a0? Est-ce que c\u2019est la m\u00eame chose que dans le Maroc\u00a0?<\/p>\n\n\n\n

    J\u2019ai h\u00e2te d\u2019avoir de tes nouvelles et de d\u00e9couvrir ce qu\u2019il en est dans ton pays.<\/p>\n\n\n\n

    A la prochaine<\/p>\n\n\n\n

    Cordialement,<\/p>\n\n\n\n

    Khatiri Chaymae<\/p>\n\n\n\n

    Taourirt,\u00a017 avril 2022<\/p>\n\n\n\n

    Querida Chaymae Khatiri<\/strong><\/h2>\n\n\n\n

    Es todo un gusto comunicarme contigo, sobre todo para abordar una tem\u00e1tica de gran inter\u00e9s para ambos, como es la educaci\u00f3n inclusiva y para analizar la situaci\u00f3n de la misma en tiempos de COVID-19. Es de com\u00fan conocimiento que la educaci\u00f3n inclusiva presenta diversos retos importantes en las diversas regiones del mundo, sin embargo, en la actualidad uno de los retos m\u00e1s grandes a los que se enfrenta es la pandemia del COVID-19, ya que con el inicio de dicha pandemia  muchos \u00e1mbitos comunes de nuestra vida se transformaron, y uno de ellos fue la educaci\u00f3n en todas sus facetas y niveles, ya que tuvo que pasarse de la modalidad presencial, que ha predominado por muchos a\u00f1os, a una modalidad de tipo virtual que es muy poco com\u00fan, sobre todo en los pa\u00edses en desarrollo, como es el caso de Nicaragua y de muchos de los pa\u00edses de Am\u00e9rica Latina.<\/p>\n\n\n\n

    Evidentemente nos encontramos ante una situaci\u00f3n excepcional, quiz\u00e1 nunca antes vivida, que ha puesto de relieve las enormes dificultades de todos nuestros sistemas, especialmente del sistema educativo. Desde el cierre de los colegios, como medida preventiva, ante la pandemia del COVID-19 nos enfrentamos a un escenario de incertidumbre en el que toda la comunidad educativa est\u00e1 tratando de dar las respuestas m\u00e1s adecuadas a su alumnado, incluidos a los alumnos con discapacidades. Sin embargo, para este \u00faltimo grupo de alumnos y para sus familias las dificultades que supone la transici\u00f3n de una modalidad presencial a una virtual son mucho mayores.<\/p>\n\n\n\n

    Resulta que, en el caso de Nicaragua, y posiblemente para varios de los pa\u00edses de Am\u00e9rica Latina, las familias que asumieron el apoyo a sus hijos con discapacidad intelectual o del desarrollo desde sus hogares en los momentos de confinamiento est\u00e1n sometidas a grandes cargas; ya que suelen estar compuestas por una sola persona adulta de referencia en el hogar, sufren mayores tasas de precariedad; y por lo general el \u00edndice de pobreza de las familias que cuentan con personas con discapacidad entre sus miembros es mayor que en la poblaci\u00f3n general. Lo anterior implica por supuesto que estas familias y por consiguiente los alumnos con discapacidades carecen del acceso a recursos tecnol\u00f3gicos y al internet necesarios para la nueva modalidad de clases en l\u00ednea; adem\u00e1s, habr\u00eda que a\u00f1adir el hecho de que el apoyo espec\u00edfico para el desarrollo de las tareas y sesiones terap\u00e9uticas (fisioterapia, psicolog\u00eda, logopedia), requiere conocimientos acerca de metodolog\u00edas y herramientas que estas familias no poseen y por lo general el tiempo de dedicaci\u00f3n a este apoyo es incompatible con el desarrollo de sus actividades laborales, debido a que muchas familias tienen que combinar su pr\u00e1ctica o ejercicio profesional con la enorme demanda de atenci\u00f3n que requieren sus hijos con discapacidad intelectual o del desarrollo.<\/p>\n\n\n\n

    Todos estos factores convierten al alumnado con necesidades educativas especiales en un grupo m\u00e1s vulnerable ante la situaci\u00f3n de continuar las clases desde sus hogares, as\u00ed como ante la recuperaci\u00f3n de rutinas educativas e itinerarios formativos. La suspensi\u00f3n de tratamientos espec\u00edficos de logopedia, fisioterapia, psicolog\u00eda, psiquiatr\u00eda trae consigo un importante riesgo de involuci\u00f3n o desequilibrio en el proceso educativo. Es por ello que la organizaci\u00f3n sin fines de lucro \u201cLos Pipitos\u201d impuls\u00f3 un programa en el cual se valor\u00f3 uno a uno los expedientes de los ni\u00f1os y ni\u00f1as atendidos hasta la fecha y las condiciones socioecon\u00f3micas de sus familias; logrando de este modo que los especialistas de la organizaci\u00f3n pudieran mantener el v\u00ednculo en un formato remoto con 164 menores. A trav\u00e9s de dicho programa las familias env\u00edan videos a los especialistas con los progresos o desaf\u00edos de sus hijos, se establecen citas telef\u00f3nicas o por videoconferencia y se intercambian consultas e indicaciones. Las familias reciben minutos de aire gratuitos, de modo que la falta de recursos no se interponga en el tratamiento. De igual manera, el programa tambi\u00e9n produjo videos, posters infogr\u00e1ficos, audios y folletos digitales que contienen las terapias para cada etapa de tratamiento; la mayor parte de ellos dirigidas a las madres y padres, que realizan las terapias a diario en el hogar. Cabe destacar que la meta del programa de esta organizaci\u00f3n es duplicar la cantidad de ni\u00f1as y ni\u00f1os atendidos, ya sea de forma remota debido a la pandemia o presencial cuando las condiciones lo permitan. Pero el desaf\u00edo es complejo, ya que unos 300 ni\u00f1os que viven en comunidades aisladas tienen dificultades con el acceso a internet por lo que no pueden acceder a los materiales virtuales y han visto suspendidas sus terapias, lo cual supone un duro golpe para esta poblaci\u00f3n vulnerable.<\/p>\n\n\n\n

    Toda esta situaci\u00f3n, refleja que en el caso de Nicaragua el sistema educativo tiene mucho trabajo por hacer para garantizar las condiciones necesarias de equidad con todas sus implicaciones, para que cada alumno pueda desarrollar su potencial. Se necesita pues de un trabajo conjunto entre todas las instituciones y organizaciones implicadas en el tema de la educaci\u00f3n inclusiva para eliminar todas las barreras a la participaci\u00f3n en las escuelas, los centros de salud, el transporte p\u00fablico, los edificios, y otros, incluidas tanto las ya que exist\u00edan como las que surgieron a partir de la pandemia del COVID-19, con el objetivo de crear igualdad de oportunidades para el desarrollo \u00f3ptimo de los ni\u00f1os con discapacidades junto con sus compa\u00f1eros.<\/p>\n\n\n\n

    Para lograr lo anterior y mejorar las condiciones del alumnado con discapacidades en Nicaragua considero que es preciso impulsar medidas como: i) Una mayor recolecci\u00f3n datos sobre la participaci\u00f3n de los estudiantes con discapacidades y sus necesidades; ii) Una mejor planificaci\u00f3n de la transici\u00f3n de la educaci\u00f3n especial a la educaci\u00f3n inclusiva; iii) Mejorar el seguimiento del impacto de las pol\u00edticas, la normativa y los programas de formaci\u00f3n sobre la inclusi\u00f3n en el aula; iv) Incrementar y mejorar formaci\u00f3n que recibe el profesorado para el apoyo de procesos de aprendizaje a distancia y proveerles los equipos y la tecnolog\u00eda adecuada v) Dotar a los centros de educaci\u00f3n especial de los insumos necesarios para la prevenci\u00f3n del contagio del COVID-19, as\u00ed como agilizar las jornadas de vacunaci\u00f3n de los ni\u00f1os y j\u00f3venes con discapacidades as\u00ed como del profesorado, de manera que se puedan retomar lo m\u00e1s pronto posible las sesiones presenciales de educaci\u00f3n y terapias.<\/p>\n\n\n\n

    Una vez planteada la situaci\u00f3n de la educaci\u00f3n inclusiva en tiempos de COVID-19 en mi pa\u00eds, quisiera preguntarte s\u00ed \u00bfLos retos que supuso la pandemia del COVID-19 para la educaci\u00f3n inclusiva en tu pa\u00eds fueron similares a los de Nicaragua? \u00bfQu\u00e9 medidas implement\u00f3 el Estado o las organizaciones sin fines de lucro en tu pa\u00eds para mitigar esta problem\u00e1tica? \u00bfTe parece que las medidas que propongo al final de la carta ser\u00edan \u00fatiles para mejorar la situaci\u00f3n de la educaci\u00f3n inclusiva en tu pa\u00eds? \u00bfa\u00f1adir\u00edas alguna otra medida?<\/p>\n\n\n\n

    Sin nada m\u00e1s a que referirme, me despido, agradeci\u00e9ndote por el tiempo dedicado a esta correspondencia y esperando con ansias tu respuesta. Mucho \u00e9xito en todas tus actividades diarias.<\/p>\n\n\n\n

    Cordialmente,<\/p>\n\n\n\n

    JMA<\/p>\n\n\n\n

    03 de mayo del 2022<\/p>\n\n\n\n

    Bonjour JMA,<\/strong><\/h2>\n\n\n\n

    J\u2019esp\u00e8re que tu  vas bien ainsi que ta famille! C\u2019est toujours avec joie que je vous \u00e9cris, \u00e7a m\u2019a fait plaisir de recevoir vos lettres.<\/p>\n\n\n\n

    Apr\u00e8s notre dernier \u00e9change, me voici de nouveau pour te pr\u00e9senter les engagements pris par mon gouvernement pour l\u2019am\u00e9lioration de la situation des enfants vivant avec handicap et les difficult\u00e9s malgr\u00e9 l\u2019intervention de l\u2019Etat qu\u2019ils ont rencontr\u00e9 dans la p\u00e9riode de COVID. <\/p>\n\n\n\n

    En 2017 le Maroc a pr\u00e9sent\u00e9 son rapport initial devant le comit\u00e9 du droit des personnes handicap\u00e9es  au  cours de la 18\u00e9me session du conseil des droits de l\u2019homme \u00e0 Gen\u00e8ve. Ce rapport pr\u00e9sente les diff\u00e9rentes mesures d\u2019intervention prises par le gouvernement marocain  pour  garantir une vie paisible  et stable pour  les personnes en situation de handicap au sein de la soci\u00e9t\u00e9 marocaine. Elles repr\u00e9sentent presque 7% de la population marocaine, et sont consid\u00e9r\u00e9es parmi les groupes les plus vuln\u00e9rables du royaume,<\/p>\n\n\n\n

     Au Maroc, les  personnes handicap\u00e9es  b\u00e9n\u00e9ficient d\u2019un suivi sanitaire bas\u00e9 sur la loi 65.00 (novembre 2002) garantissant aux enfants handicap\u00e9s un syst\u00e8me de couverture m\u00e9dicale \u00e0 vie,  d\u2019une \u00e9ducation et une scolarisation bas\u00e9es  sur la vision strat\u00e9gique 2015-2030 (\u00e9ducation inclusive),et  d\u2019un accompagnement et int\u00e9gration  professionnelle. Les enfants en situation d\u2019handicap ont le droit d\u2019un quota de 7% tel que stipul\u00e9 dans les circulaires minist\u00e9riels 05.81 et 07.92 concernant l\u2019aide sociale des personnes handicap\u00e9es \u00e9tant donn\u00e9 qu\u2019 on a la loi 65.99 pr\u00e9sent\u00e9e comme \u00e9quivalente au code du travail de 2003  interdisant la discrimination fond\u00e9e sur le handicap .<\/p>\n\n\n\n

    Le 15 mars, le Maroc a d\u00e9clar\u00e9 l\u2019\u00e9tat d\u2019urgence \u00e0 la suite de la pand\u00e9mie de COVID 19. Tous les domaines ont souffert, en particulier les personnes vivant avec handicap. En temps normal, elles ont du mal \u00e0 s\u2019int\u00e9grer dans la soci\u00e9t\u00e9, elles sont marginalis\u00e9es  et souffrent d\u2019un  manque d\u2019attention de la part des autres. Alors la p\u00e9riode de la pand\u00e9mie a vraiment \u00e9t\u00e9 difficile  et a sem\u00e9 de grandes peurs chez les personnes handicap\u00e9es et leurs familles. Bien qu\u2019ayant \u00e9t\u00e9 confront\u00e9es aux m\u00eames difficult\u00e9s que l\u2019ensemble de la population marocaine, elles ont v\u00e9cu une p\u00e9riode trop difficile \u00e0 cause de la fermeture temporaire des centres sociaux et d\u2019orientation, interruption du suivi m\u00e9dical. Pendant la quarantaine la vie quotidienne a vraiment connu un changement basique, tous les domaines ont souffert de cette situation. Prenant par exemple l\u2019\u00e9ducation qui est pass\u00e9e de l\u2019enseignement pr\u00e9sentiel \u00e0 l\u2019enseignement \u00e0 distance, des cours audiovisuels, des biais de conf\u00e9rences audio, des cours vid\u00e9o au lieu des cours magistraux et des s\u00e9ances aux d\u00e9partements en pr\u00e9sence des professeurs. La scolarit\u00e9 des enfants et des jeunes en situation de handicap a \u00e9t\u00e9 fortement impact\u00e9e par la g\u00e9n\u00e9ralisation de l\u2019enseignement \u00e0 distance. Cette d\u00e9cision n\u2019\u00e9tait pas pratique pour eux, car il y avait un manque d\u2019espace et du mat\u00e9riel sp\u00e9cifiques pour suivre les cours dans la maison, une absence d\u2019accompagnement et d\u2019encadrement professionnels, un manque au niveau de l\u2019acc\u00e8s \u00e0 l\u2019internet pour les enfants de familles vuln\u00e9rables.<\/p>\n\n\n\n

    Malgr\u00e9 les efforts d\u00e9ploy\u00e9s par les autorit\u00e9s publiques visant \u00e0 am\u00e9liorer la situation des personnes handicap\u00e9es au sein de la soci\u00e9t\u00e9 marocaine, il reste encore des d\u00e9fis \u00e0 \u00e9viter. Le plus difficile est de changer la perception n\u00e9gative de l\u2019autre envers les personnes en situation de handicap. Pour moi rien est impossible, mais on a encore besoin du temps et du  travail afin de changer les id\u00e9es pr\u00e9con\u00e7ues, et de garantir un d\u00e9veloppement observables au niveau de cette tranche de la soci\u00e9t\u00e9 marocaine.<\/p>\n\n\n\n

    J\u2019ai h\u00e2te d\u2019avoir de tes nouvelles<\/p>\n\n\n\n

    \u00a0A la prochaine JMA\u00a0<\/p>\n\n\n\n

     Cordialement <\/p>\n\n\n\n

    Khatiri chaymae<\/strong><\/p>\n\n\n\n

    Taourirt, 20 mai 2022<\/p>\n\n\n\n

    <\/p>\n\n\n\n

    Dear Chaymae <\/strong><\/h2>\n\n\n\n

    It is a pleasure to greet you and I hope that you and your loved ones are well. I would like to begin by responding to your correspondence by commenting that education is an essential element of the life of any human being, hence the Universal Declaration of Human Rights recognized in article 26 that everyone has the right to free education aimed at the full development of the human personality and the strengthening of respect for human rights. Based on the above, the Political Constitution of Nicaragua indicates that all Nicaraguans have the right to education and culture, without any distinction, therefore, it also establishes that the State shall pay special attention in all its programmes to people with disabilities, including children and young people with autism.<\/p>\n\n\n\n

    In order to comply with the provisions of the Constitution, the Nicaraguan Ministry of Education has a policy of “Inclusive Special Education”, which consists of an educational modality that is characterised by being comprehensive and inclusive, offering a set of strategies, specialised resources and school-based support services that are made available to the different educational programs, so that all students, including those with disabilities, can have access to education.  <\/p>\n\n\n\n

    In response to your question about how the education system in my country caters to children with disabilities, I would like to tell you that within the framework of the “Inclusive Special Education” policy, Nicaragua has 25 public special education schools, located mainly in the Central and Pacific regions of the country, which offer preschool, primary school, early education, and socio-occupational inclusion programmes, with curricular adaptations that are more significant in the case of children with intellectual disabilities, such as autistic children. Similarly, there are 50 integrated classrooms in the country located in primary schools in municipalities where there are no special education schools, with the aim of ensuring the inclusion of students with educational needs associated with a disability in regular education schools, in order to strengthen inclusive education.<\/p>\n\n\n\n

    It is clear that in Nicaragua, as in Morocco, there has been great progress in the area of inclusive education for persons with disabilities, however, there are still a number of challenges that need to be addressed, for example, in Nicaragua there are shortcomings in monitoring the quality of education received by children with disabilities, and there is little data on the attendance of children with disabilities who are enrolled in special schools or included in mainstream education, which limits the authorities’ ability to act, there is little data on the attendance of children with disabilities who are enrolled in special schools or included in mainstream education, which limits the authorities’ capacity to act, and there is also evidence to suggest that there are gaps in the preparation, motivation and attitude of teachers in charge of inclusive education; as well as the new demands arising from the COVID-19 pandemic, on which I would be happy to comment in the next round of correspondence.<\/p>\n\n\n\n

    I really hope I have answered your questions in the best possible way, and I look forward to hearing your point of view on the issues raised. I would like to thank you for taking the time to carry out this activity.<\/p>\n\n\n\n

    Cordially yours,<\/p>\n\n\n\n

    JMA<\/p>\n\n\n\n

    25 may 2022<\/p>\n","protected":false},"excerpt":{"rendered":"

    Correspondence between Chaymae Khatiri (Student in Management and Social Mediation, Universit\u00e9 Mohamed Premier Oujda) and JMA (Pen … <\/p>\n

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