Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education
Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education
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Date
2022-09
Authors
Sider, Steve
Bholoa, Ajeevsing
Authelsingh, Deewakarsingh
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
PCF10 Sub-theme: Building Resilience // The purpose of this study was to explore similarities and differences between special educator preparation in Ontario and in Mauritius through a comparative case study methodology. The cases are two practicing and experienced special educational needs (SEN) educators, one from each country, who are experts in special education teacher training programs in their respective country. Data were collected through semi-structured interviews and thematic analysis was used to analyse the qualitative data through deductive and inductive coding. Findings indicate major differences in teacher training opportunities, practicum aspects, and key challenges. On the other hand, limited technology integration and unsuccessful responses to Covid-19 disruption are similar features. Recommendations are provided including a call for increased efforts to develop and study emerging technologies to support special education training. The results of the study have implications for stakeholders and policy makers. // Paper ID 9824
Description
Subject
Special Education,
Teacher Education,
Emerging Technology,
Inclusive Education,
Inclusion
Country
Mauritius,
Canada
Region
Africa,
Caribbean and Americas