{"id":1166,"date":"2024-01-15T21:00:00","date_gmt":"2024-01-15T21:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=1166"},"modified":"2025-02-01T10:10:01","modified_gmt":"2025-02-01T10:10:01","slug":"inclusive-education-in-tunisia-expectations-versus-reality","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=1166","title":{"rendered":"Article 02 Issue 01 vol 5 January 2024"},"content":{"rendered":"\n

Title: Inclusive Education in Tunisia: Expectations versus Reality<\/strong><\/h1><\/div><\/div>\n\n\n\n

Mouna AYADI<\/strong><\/p><\/div><\/div>\n\n\n\n

The Faculty of Letters and Humanities of Sfax
The University of Sfax, Tunisia<\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

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.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/em><\/h1><\/div><\/div>\n\n\n\n

Inclusive education, barriers, provisions, Students with special needs<\/p><\/div><\/div>\n\n\n

\n
\"\"<\/a><\/figure>\n<\/div>\n\n\n

How to Cite this Paper:<\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

Ayadi, M. (2024).Inclusive Education in Tunisia: Expectations versus Reality. Atras Journal,<\/em> 4<\/em>(1), 17-29<\/p><\/div><\/div>\n\n\n\n

DOI: 
https:\/\/doi.org\/10.70091\/Atras\/vol5no1.2<\/a><\/strong><\/p><\/div><\/div>\n\n\n\n

References<\/strong><\/strong>:<\/h1><\/div><\/div>\n\n\n\n

Ahmad, W. (2012). Barriers of Inclusive Education for Children with Intellectual Disability.
Indian Streams Research Journal<\/em>, 2<\/em>(II), 1\u20134.
Akbarovna, A. S. (2022). Inclusive Education and its Essence. IJSSIR<\/em>, 11<\/em>(1).
Berg, S. L. (2005). The advantages and disadvantages of the inclusion of students with
disabilities into regular education classrooms, <\/em>(Unpublished doctoral dissertation).
University of Wisconsin–Stout, Menomonie, WI.
Brace, I. (2008). Questionnaire design: How to plan, structure and write survey material for
effective market research<\/em>. Kogan Page.
Gaad, E. (2011). Inclusive Education in the Middle East<\/em>. Routledge.
Kearney, A., & Kane, R. (2006). Inclusive education policy in New Zealand: Reality or ruse?
International Journal of Inclusive Education<\/em>, 10<\/em>(2-3), 201\u2013219.
https:\/\/doi.org\/10.1080\/13603110500256145<\/a>
Miles, S., Miller, S., Lewis, I., & Kroft, M. (2001). Schools for all: Including disabled
children in education<\/em>. London: UK<\/p><\/div><\/div>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Inclusive education, barriers, provisions, Students with special needs<\/p>\n","protected":false},"author":2,"featured_media":1282,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[45,44,46,47],"class_list":["post-1166","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vol-05-n01-2024","tag-barriers","tag-inclusive-education","tag-provisions","tag-students-with-special-needs"],"gutentor_comment":0,"yoast_head":"\nArticle 02 Issue 01 vol 5 January 2024 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Inclusive Education in Tunisia: Expectations versus Reality\" \/>\n<meta property=\"og:description\" content=\"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal\" \/>\n<meta property=\"og:url\" content=\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\" \/>\n<meta property=\"og:site_name\" content=\"ATRAS journal\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/\" \/>\n<meta property=\"article:published_time\" content=\"2024-01-15T21:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-02-01T10:10:01+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png\" \/>\n\t<meta property=\"og:image:width\" content=\"300\" \/>\n\t<meta property=\"og:image:height\" content=\"300\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"atras\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:title\" content=\"Inclusive Education in Tunisia: Expectations versus Reality\" \/>\n<meta name=\"twitter:description\" content=\"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal\" \/>\n<meta name=\"twitter:image\" content=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"atras\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"3 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#article\",\"isPartOf\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\"},\"author\":{\"name\":\"atras\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64\"},\"headline\":\"Article 02 Issue 01 vol 5 January 2024\",\"datePublished\":\"2024-01-15T21:00:00+00:00\",\"dateModified\":\"2025-02-01T10:10:01+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\"},\"wordCount\":444,\"publisher\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#organization\"},\"image\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage\"},\"thumbnailUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png\",\"keywords\":[\"barriers\",\"Inclusive education\",\"provisions\",\"Students with special needs\"],\"articleSection\":[\"Vol 05 N01 2024\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\",\"name\":\"Article 02 Issue 01 vol 5 January 2024 - ATRAS journal\",\"isPartOf\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage\"},\"image\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage\"},\"thumbnailUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png\",\"datePublished\":\"2024-01-15T21:00:00+00:00\",\"dateModified\":\"2025-02-01T10:10:01+00:00\",\"description\":\"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal\",\"breadcrumb\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/atras-univ-saida.dz\/en\/?p=1166\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png\",\"contentUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png\",\"width\":300,\"height\":300,\"caption\":\"created by mebarki merouane ATRAS journal\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1166#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/atras-univ-saida.dz\/en\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Article 02 Issue 01 vol 5 January 2024\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#website\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/\",\"name\":\"ATRAS journal\",\"description\":\"ATRAS is a double-blind, peer-reviewed, and multidisciplinary journal issued by the Faculty of Letters, Languages, and Arts, Saida University\",\"publisher\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#organization\"},\"alternateName\":\"ATRAS journal\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/atras-univ-saida.dz\/en\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#organization\",\"name\":\"ATRAS journal\",\"alternateName\":\"ATRAS is a double-blind, peer-reviewed, and multidisciplinary journal issued by the Faculty of Letters, Languages, and Arts, Saida University\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/05\/logo-512x512-1.png\",\"contentUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/05\/logo-512x512-1.png\",\"width\":512,\"height\":512,\"caption\":\"ATRAS journal\"},\"image\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/logo\/image\/\"},\"sameAs\":[\"https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/\"]},{\"@type\":\"Person\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64\",\"name\":\"atras\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g\",\"caption\":\"atras\"},\"url\":\"https:\/\/atras-univ-saida.dz\/en\/?author=2\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Article 02 Issue 01 vol 5 January 2024 - ATRAS journal","description":"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/atras-univ-saida.dz\/en\/?p=1166","og_locale":"en_US","og_type":"article","og_title":"Inclusive Education in Tunisia: Expectations versus Reality","og_description":"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal","og_url":"https:\/\/atras-univ-saida.dz\/en\/?p=1166","og_site_name":"ATRAS journal","article_publisher":"https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/","article_published_time":"2024-01-15T21:00:00+00:00","article_modified_time":"2025-02-01T10:10:01+00:00","og_image":[{"width":300,"height":300,"url":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png","type":"image\/png"}],"author":"atras","twitter_card":"summary_large_image","twitter_title":"Inclusive Education in Tunisia: Expectations versus Reality","twitter_description":"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal","twitter_image":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png","twitter_misc":{"Written by":"atras","Est. reading time":"3 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#article","isPartOf":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166"},"author":{"name":"atras","@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64"},"headline":"Article 02 Issue 01 vol 5 January 2024","datePublished":"2024-01-15T21:00:00+00:00","dateModified":"2025-02-01T10:10:01+00:00","mainEntityOfPage":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166"},"wordCount":444,"publisher":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#organization"},"image":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage"},"thumbnailUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png","keywords":["barriers","Inclusive education","provisions","Students with special needs"],"articleSection":["Vol 05 N01 2024"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166","url":"https:\/\/atras-univ-saida.dz\/en\/?p=1166","name":"Article 02 Issue 01 vol 5 January 2024 - ATRAS journal","isPartOf":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#website"},"primaryImageOfPage":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage"},"image":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage"},"thumbnailUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png","datePublished":"2024-01-15T21:00:00+00:00","dateModified":"2025-02-01T10:10:01+00:00","description":"Inclusive education, barriers, provisions, Students with special needs, mixed-methods research approach was used to achieve the study's goal","breadcrumb":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/atras-univ-saida.dz\/en\/?p=1166"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#primaryimage","url":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png","contentUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/plume-article-02-300x300-1.png","width":300,"height":300,"caption":"created by mebarki merouane ATRAS journal"},{"@type":"BreadcrumbList","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=1166#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/atras-univ-saida.dz\/en\/"},{"@type":"ListItem","position":2,"name":"Article 02 Issue 01 vol 5 January 2024"}]},{"@type":"WebSite","@id":"https:\/\/atras-univ-saida.dz\/en\/#website","url":"https:\/\/atras-univ-saida.dz\/en\/","name":"ATRAS journal","description":"ATRAS is a double-blind, peer-reviewed, and multidisciplinary journal issued by the Faculty of Letters, Languages, and Arts, Saida University","publisher":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#organization"},"alternateName":"ATRAS journal","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/atras-univ-saida.dz\/en\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/atras-univ-saida.dz\/en\/#organization","name":"ATRAS journal","alternateName":"ATRAS is a double-blind, peer-reviewed, and multidisciplinary journal issued by the Faculty of Letters, Languages, and Arts, Saida University","url":"https:\/\/atras-univ-saida.dz\/en\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/logo\/image\/","url":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/05\/logo-512x512-1.png","contentUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/05\/logo-512x512-1.png","width":512,"height":512,"caption":"ATRAS journal"},"image":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/"]},{"@type":"Person","@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64","name":"atras","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g","caption":"atras"},"url":"https:\/\/atras-univ-saida.dz\/en\/?author=2"}]}},"_links":{"self":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts\/1166","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1166"}],"version-history":[{"count":9,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts\/1166\/revisions"}],"predecessor-version":[{"id":2632,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts\/1166\/revisions\/2632"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/media\/1282"}],"wp:attachment":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1166"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1166"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1166"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}