Abstract:
The aim of this study is to investigate how deaf children are integrated in the Tunisian educational system.
During the research I have visited five special schools for deaf children called ATAS (Association Tunisienne d’Aide aux Sourds) and I have collected the data by interviewing schools directors and deaf individuals.
In spite of the fact that Tunisia is facing many efforts to improve education for deaf children, results suggest that they are not receiving an adequate education.
This is probably due to the Medical Model dominance in the Country, which builds an environment where deaf children are considered “different” and as individuals that must have recovered from their disability. In these specials schools, they mainly practice vocational activities and less importance is given to the development of their cultural and linguistics skills.
Moreover, the illiteracy rate for deaf children is alarming high and they are likely to be excluded from education.
This limitation in their education could be due to the imposition of the Oralist method: deaf children are not given sign language courses at schools and their chance to build a Deaf identity is at risk.
