Abdelaziz Arssi

Work place: Department of Didactics, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco

E-mail: abdelaziz.arssi@fse.um5.ac.ma


Research Interests:


Dr. Abdelaziz Arssi, Ph.D. in Education and MA in Business Communication, he serves as an assistant professor at Mohammed V University in Rabat specializing in didactics within the Faculty of Education Sciences. He also worked as a lecturer at the Faculty of Arts of Fez (Deaf Education 2009-2012) and the Technical University of Fez (Business Communication 2013-2016). With 30 years of experience as an English teacher at the Ministry of Education, Dr. Arssi is also a Moroccan sign language expert, dedicating over 29 years to the Deaf community and NGOs across Morocco. He chaired the African Contact Group for Mental Health and Deafness from 2006 to 2016. Additionally, he contributed significantly to Deaf education, sign language training, and various USAID-funded projects demonstrating his expertise in communication and inclusive education.

Author Articles
Overview of Deaf Education in Morocco

By Abdelaziz Arssi Otmane Omari

DOI: https://doi.org/10.5815/ijmecs.2024.03.07, Pub. Date: 8 Jun. 2024

This paper provides a comprehensive overview of Deaf Education in Morocco documenting its historical evolution and systematically assessing current instructional methodologies. With a focus on learning and teaching environments, the study aims to offer a wide understanding of the educational opportunities, teaching methods, and teacher training programs within Moroccan schools serving the Deaf community. The research questions guide the inquiry addressing historical paths, the influence of teaching methods, and common challenges. By identifying challenges and evaluating practices, the research makes methodological and theoretical contributions to the fields of special education and Deaf education in Morocco. This foundational resource, which is lacking in Moroccan research, serves as a basis for future investigations into instructional approaches. The study navigates through Morocco’s educational history from colonial impact to post-independence reforms emphasizing challenges like pedagogical strategies, infrastructure limitations, and social integration issues. The findings confirm the importance of shifting negative attitudes, fostering inclusivity, and reassessing policies to enhance the educational journey for Deaf learners in Morocco.

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