Inclusive Education in Tunisia: Expectations versus Reality
DOI:
https://doi.org/10.70091/Atras/vol5no1.2Keywords:
Inclusive education, barriers, provisions, Students with special needsAbstract
The study aimed to investigate the barriers to the implementation of inclusive education practices in Tunisia. This study is distinguished by a focus on the psychological barriers to inclusive education. Second, it is distinguished by using speech act theory to investigate Tunisian inclusive education provisions. A mixed-methods research approach was used to achieve the study’s goal. A questionnaire was used to collect data from a stratified sample of forty-four English teacher. The qualitative data was collected by analyzing five legal provisions using the Speech Act theory. According to the findings, various issues such as inappropriate policy development, insufficient support and resources, and curriculum issues hampered the implementation of inclusive education. Furthermore, an examination of the provisions revealed that the actual outcomes fell short of the authorities’ expectations, highlighting the need for additional action and support to achieve true inclusivity in education. As a result, policymakers and educators must address these issues and provide comprehensive support to ensure that all students have equal access to high-quality education.
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