This study examines Morocco’s efforts to establish inclusive education as a core principle of its educational philosophy, reflected in policies such as “For a Citizen and Inclusive School” (2019) and “For a Renewed, Equitable, Citizen, and Inclusive School” (2020). These initiatives, alongside specialized guides and reforms, aim to integrate inclusive education into the national education system. The study identifies challenges hindering the effective implementation of these reforms, including spatial and regional constraints, attitudinal barriers, and organizational, pedagogical, and communicative limitations. It also explores mechanisms governing inclusive education within public policies and its practical application in schools. To enhance the effectiveness of inclusive education, the study proposes strategies such as adapting curricula for learners with disabilities and aligning pedagogical approaches with individual learning plans within an integrated policy framework. Key research questions include: What is inclusive education? What national and international frameworks support it? And what are the primary conceptual approaches, including the individual pedagogical project, the inclusive classroom, and the inclusive school project?