Teachers' Representations of Inclusive Education Reform in Québec

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-23 - Inclusion and Accommodation in Educational Assessment SIG Roundtable Session

Abstract

The perceptions of high school language, science, and mathematics teachers in Québec were examined with respect to special education reform favoring the inclusion of special needs and academically challenged students. A questionnaire was administered to 240 Québec high school teachers in either regular or special education classes. Our results show that the teachers were generally highly critical of this new education policy, which was not well received. The majority of teachers believed that they received too many resources to the detriment of their other students. All of the teachers were in favor of limiting the number of special needs students per regular class; however, significant differences were observed between the regular and special education teachers in terms of their responses.

Author

• Philippe Tremblay, Université Laval