Presentation by: Kathleen Walsh, Erika Thauberger
Session: Session C | Time: 11:30AM – 11:50 AM | Location: Room 208
Throughout Canada, schools attempt to improve their systems of inclusive education. Unfortunately, obstacles remain limiting the success of this model for all learners. Common limitations include financial resources, understaffed schools, and limited special education training for teachers and educational assistants.
The BC Ministry of Education (2017) estimates that between 10-20% of students in a typical classroom are designated as special needs students. These percentages include students with chronic health, physical dependence, learning disabilities, intellectual disabilities, Autism Spectrum Disorder, and behaviour and mental health designations. These percentages account for neither the many students who do not meet diagnostic criteria but require support, nor the learning and behavioural needs of a regular classroom.
The goal of inclusive education is to promote acceptance and differentiated instruction of learning needs and abilities. Unfortunately, Bachelor of Education programs do not foster the specialization required to teach a classroom of diverse learners. For teachers to be successful in working with all students, extensive training is required, but is not a priority of current training programs. Without proper training, teachers may not feel confident, or have the skill to effectively support classroom needs.
This presentation will present the initial phase of a multi-step meta-analysis of Bachelor of Education programs (4-year and 2-year post degree) across North America. Researchers conducted preliminary analysis online via university websites and program handbooks to determine course offerings and requirements. Specifically, information regarding total credit hours of the program, required special education courses, special education course credit hours, course content, special education specialization options and non-mandatory special education course offerings were assessed. Findings suggest that on average between 0-5% of program credit hours are being devoted to Special Education training.
In order to attract capable, inspiring individuals to the teaching profession, it needs to be appealing. The beginning of training and retaining capable regular education teachers is in providing them with strong foundations in which to begin their careers. Going into a classroom without adequate training, both theoretical and practical, is a disservice to both teachers and their students. With more targeted course work and learning opportunities, these individuals have a more solid footing in which to tackle the challenges of the classroom.