Special education in Tunisia

Abstract This study investigates how special education has developed in Tunisia by examining its laws, institutions and professional identities through a qualitative, multi‐level and cross‐level analysis. Using documentary research and comparative qualitative methods, it traces the evolution of the field. Results show significant progress in aligning national policies with international standards, yet persistent gaps remain between legislation, institutional practices and everyday realities. Special educators, positioned between social and medical models, continue to face unclear professional status and limited recognition.