Modern technology have rapidly permeated all aspects of life, significantly aiding individuals with disabilities in social integration and skill development. Despite this progress, inclusive education for children with disabilities in Moroccan primary schools remains underdeveloped. This article investigates the integration of Information and Communication Technology (ICT) in this context, identifying the barriers and constraints that hinder effective implementation. A descriptive survey method was employed to assess current educational practices and the use of ICT, supplemented by a documentary review of existing research on the utilization of ICT in education for children with disabilities. The study reveals significant structural constraints in ICT integration within the Moroccan educational system, with classrooms lacking basic technological facilities and traditional teaching methods prevailing. These deficiencies hinder children with disabilities from benefiting from ICT, crucial for their learning and social integration. The findings highlight the urgent need for infrastructural improvements and strategic adoption of ICT in Moroccan primary schools. This work provides a comprehensive analysis of the barriers to ICT integration and offers practical recommendations for enhancing the educational experience and social integration of children with disabilities.