Identifying the gaps towards an inclusive educational system within Quebec: Collectively examining the perceptions of different groups of educators

The studies presented in this thesis examine the perceptions and experiences of different groups of educators working in inclusive settings in Montreal, Quebec at the elementary school level. In Study 1, survey data from 600 educators (regular classroom teachers, resource teachers, non-teaching professionals and support staff) were analyzed to assess their knowledge and attitudes (challenges, stressors and success) about working with students with developmental disabilities in an inclusive school setting. Findings reveal that various groups of educators reported having limited knowledge regarding different developmental disabilities (e.g., the non-teaching professionals group reported the least amount of knowledge relative to the other groups of educators). Furthermore, this study revealed that there is great variability between different groups of educators with regard to their attitudes in working in an inclusive school setting. Study 2 adds to this work by exploring the phenomenon of school inclusion from the perspective of various educators (i.e., 5 regular classroom teachers, 10 non-teaching professionals and 5 support staff) who work with children with different developmental disabilities. This study is located within a social constructivist qualitative research paradigm that used a hermeneutic phenomenological approach to gain a rich understanding of the different experiences of educators working in an inclusive educational setting. Two research questions guided this study: (1) How do educators understand their experiences working with children with different developmental disabilities in an inclusive educational setting? and (2) How do educators see the future of school inclusion within Quebec? Findings reveal three main categories that affect the adoption of inclusive practices: (1) internal challenges within the inclusive classrooms, (2) systemic challenges within the inclusive setting, and (3) lack of a shared vision of inclusion among educators. Furthermore, this qualitative study revealed a unique challenge (i.e., trying to facilitate inclusive education in a province where their educational system is divided by language, French and English) that can hinder the practice and implementation of school inclusion in Quebec. The final discussion chapter centers on the interplay between Study 1 and 2. Results, whether quantitative or qualitative, reveal the differences and similarities between the various groups of educators with respect to their perceptions and experiences working in an inclusive educational setting. These similarities and differences shared by all educators may be seen as important predictors of the success or failure of school inclusion. Implications for policy and the practices of the different educators working in an inclusive school are discussed.