Specialized accompaniment for people with special needs: Tunisia is a model

Abstract

The aim of this paper is to study the reality of specialized support in Tunisian educational institutions, the extent of its implementation in classrooms, and the challenges it faces in improving the educational process, especially in terms of academic achievement for students with special needs. The paper also seeks to explore the relationship between specialized support and the improvement of learners' results. The research is based on the assumption that there is a connection between specialized support for students with special needs and improved outcomes.

The study relies on a quantitative approach, involving the distribution of a questionnaire to 70 teachers. The results are analyzed using Excel programming. Additionally, a qualitative method is employed through interviews with some teachers.

The findings indicate that specialized support plays a crucial role in motivating students with special needs. A high percentage of teachers, 57%, affirm that the Tunisian school system implements inclusive education programs. Moreover, a significant proportion, 67%, believe that the inclusion of students with special needs contributes to academic success..