Inclusive Education in Tunisia: Bridging the Gap Between Policy and Practice Through Speech Act Theory

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A recent study by Ayadi, M. (2024) titled “Inclusive education in Tunisia: Expectations versus reality” published in Atras Journal, reveals that there is a clear disconnect between Tunisia’s inclusive education policies and their practical implementation

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Despite progressive laws, Tunisia’s inclusive education remains largely symbolic due to weak enforcement, inadequate resources, and persistent systemic barriers.
– Ayadi, M. 2024

The study explores the persistent disconnect between inclusive education policies and their actual implementation in Tunisia. By applying speech act theory, the study offers a nuanced analysis of how legal provisions are framed linguistically and how these provisions function—or fail to function—in practice. The core objective of the study is to identify the key barriers hindering effective inclusive education, particularly for students with special educational needs (SEN).

Several critical challenges are highlighted:

• Psychological and attitudinal barriers, including teacher biases and parental hesitations.
• Weak leadership and poor policy enforcement, which undermine otherwise well-intentioned legal frameworks.
• Insufficient resources and inadequate infrastructure, making it difficult to meet the needs of diverse learners.
• Curriculum limitations, as existing educational content often fails to accommodate or support SEN learners effectively.

Through speech act analysis, Ayadi reveals a significant dissonance between the directive and promising language of Tunisia’s legal provisions and the symbolic, rather than practical, commitment to inclusion. While laws appear progressive on paper, the lack of tangible implementation strategies and systemic support limits their real-world impact.

Ultimately, the study concludes that despite robust legal commitments, true inclusivity in Tunisia remains aspirational rather than actualized. To close this gap, the research calls for more active efforts, including comprehensive teacher training, better resource allocation, and stronger accountability mechanisms. Only by translating policy into meaningful action can Tunisia hope to realize its vision of inclusive education for all.

How the Study was Conducted

The study adopted a mixed-methods research design, integrating both quantitative and qualitative approaches to investigate the barriers to inclusive education in Tunisia. Quantitatively, data was collected through a structured questionnaire using a Likert scale, aimed at gauging teachers’ attitudes and perceptions toward inclusive education. The survey involved 44 English teachers from various regions across Tunisia, representing primary, elementary, and secondary schools. A majority of the participants were female (76.7%), and 61.4% had more than 10 years of teaching experience. The key focus areas included challenges related to educational policy, availability of resources, and infrastructural facilities. Descriptive statistical tools, including frequencies and percentages, were used to analyze the responses.

Qualitatively, the study examined five legal articles from Tunisia’s 2002 Education Act. These texts were retrieved and translated for detailed analysis using Speech Act Theory, which helped interpret the language and underlying intent of the legal provisions. The analysis focused on different types of speech acts, including directives (commands or obligations), commissives (promises or commitments), declarations, expressives, and representatives.

Data collection and analysis were conducted between June and July 2023, combining teacher surveys and legislative document review to offer a comprehensive understanding of the structural and attitudinal barriers impeding inclusive education in Tunisia.

What the Author Found

There is a clear disconnect between Tunisia’s inclusive education policies and their practical implementation—while the legal framework symbolically supports inclusion, actual classroom practices are hindered by weak enforcement, inadequate resources, and persistent attitudinal and institutional barriers.

Why is this important

• Exposes Policy-Practice Gaps: The study reveals that while Tunisia’s laws advocate for inclusive education, these promises often fail to translate into real classroom support for students with special needs.
• Centers Teachers’ Perspectives: By directly involving educators, the research highlights practical challenges—such as inadequate resources, lack of training, and limited support—providing valuable insights for informed policymaking.
• Uncovers Systemic Inequities: The findings show that students with disabilities continue to face exclusion due to societal stigma, insufficient infrastructure, and weak leadership—framing inclusive education as a broader human rights concern.
• Applies a Unique Analytical Lens: Using speech act theory to analyse legal texts, the study demonstrates how some policies may serve more as symbolic gestures than enforceable mandates, offering a fresh approach to education policy critique.
• Points Toward Actionable Solutions: The research outlines practical recommendations—including stronger leadership, better resource allocation, and real policy enforcement—to help Tunisia transform its inclusive education goals into reality.

What the Author Recommended

• The study advocates equipping school leaders with the tools and training to effectively implement inclusive policies and establish clear accountability mechanisms to monitor progress at the institutional level.
• Government should allocate funding for assistive technologies, inclusive teaching materials, and accessible school environments, while developing modified curricula to meet diverse learner needs.
• The author emphasises that governments should provide continuous professional development focused on inclusive pedagogy, including strategies for behavior management, differentiated instruction, and effective engagement with SEN students.
• Encourage the use of IEPs tailored to each student’s unique needs, fostering collaboration among educators, families, and specialists to ensure targeted support and measurable goals.
• Launch national awareness campaigns to combat stereotypes and promote positive perceptions of inclusive education among teachers, parents, and the broader community.
• In addition, re-evaluate legal frameworks using tools like Speech Act Theory to ensure laws are actionable, and translate policy declarations into clear, practical steps for educators to implement in classrooms.

In conclusion, Ayadi’s study provides a compelling critique of Tunisia’s inclusive education landscape, revealing the urgent need to move beyond symbolic legal commitments toward meaningful, actionable reforms. By addressing systemic barriers, investing in teacher training, and fostering a culture of accountability and inclusion, Tunisia can begin to transform its educational vision into a lived reality for all learners—especially those with special educational needs.