Home Institution

College of William and Mary

Publication Date

Spring 2016

Program Name

Tunisia: Emerging Identities in North Africa

Abstract

Despite a series of modernist reforms and national programs, Tunisian early education is not yet suited to fully integrate children with special needs. The public education sector lacks the trained professionals and multidisciplinary coordination needed to meet the needs of handicapped students. This paper will analyze impact of a private therapeutic preschool to determine the feasibility of social entrepreneurship in fulfilling unmet special education needs in Tunisia. A presentation of the limitations facing entrepreneurs in this sector is included, and special attention is given to financial and social restraints preventing the scholastic integration of these children.

Disciplines

Disability and Equity in Education | Education | Special Education Administration

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