Special education teachers in Canada: A compared analysis of their appellations, titles and functions

Special education teachers in Canada: A compared analysis of their appellations, titles and functions

• Philippe Tremblay, Université Laval, Canada

• Nancy Granger, Université de Sherbrooke, Canada

doi : https://dx.doi.org/10.18162/fp.2018.479

Résumé

The teaching profession is continuously evolving. In Canada, the role of the special education teacher is to support the academic achievement of every student and particularly those with specific needs. This role has many forms and characteristics in terms of appellations, titles (training and certifcation), and functions. In this regard, various legal documents, government policies, and procedures from Canada’s ten provinces and three territories were analyzed and compared. Results reveal a rich diversity within this profession in Canada, particularly between Quebec educators and their Anglophone peers in other parts of the country.

Abstract

The teaching profession is continuously evolving. In Canada, the role of the special education teacher is to support the academic achievement of every student and particularly those with specific needs. This role has many forms and characteristics in terms of appellations, titles (training and certifcation), and functions. In this regard, various legal documents, government policies, and procedures from Canada’s ten provinces and three territories were analyzed and compared. Results reveal a rich diversity within this profession in Canada, particularly between Quebec educators and their Anglophone peers in other parts of the country.