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
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Commonwealth of Learning (COL)
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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
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Subject
Special education needs, teacher training, technology integration, emerging technologies, inclusive education, COVID-19
Country
Mauritius, Canada
Region
Africa, Caribbean and Americas
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