Bridging Theory and Practice: A Multi-Disciplinary Approach to Language and Communication Development for Learners with Complex Disabilities in Morocco
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E4/2026-12Keywords:
Special Education, Applied Linguistics, Multi-Disciplinary Approach, Intellectual Disability, Cerebral Palsy, Inclusive Pedagogy, Language Development, MoroccoAbstract
This paper is a qualitative case study analysis of two learners with two complicated neurodevelopmental disorders, namely profound intellectual disability and cerebral palsy, in a special education center in Beni Mellal, Morocco. This research uses the theoretical perspectives of the Sociocultural Theory and the Universal Design for Learning (UDL) as its theoretical framework to investigate the spurring up, implementation and effects of individualized, multi-disciplinary intervention programs. The dominant issue is the intersection of the special education and language teaching, i.e. how specific interventions related to communication, motor skills, and social interaction may contribute to developmental benefits. The competency assessment that was implemented based on initial and continuing competency assessments, individualized education plans (IEPs), and observation notes was the source of data that had to be gathered by a multi-disciplinary team. Results show that the essential domains of visual attention, simple academic skills, and social interaction have shown considerable improvement even though there are still issues with expressive language and motor coordination. The study is an addition to the current research on inclusive pedagogies, one that promotes adopting a competency-based model of holistic approach that incorporates principles of applied linguistics, occupational therapy and special education instead of adopting a deficit-based approach.
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