INCA - International Review of Curriculum and Assessment frameworks

Canada : Initial Teacher Training

Last updated: 26-Nov-2008
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
7.5.5.2 probationary periods
7.5.6 Post-qualification induction periods
7.5.7 Key priorities, innovative practices and research in initial teacher training
7.5.7.1 Key priorities for initial teacher training for teachers of students with special educational needs
7.5.7.2 Innovative practice in initial teacher training for teachers of children with special educational needs
7.5.7.3 Strategies to support the use of research and evidence in informing policy and practice
7.5.7.4 Priorities for research into initial teacher training for teachers of children with special educational needs
7.5.7.5 Research influencing programmes of initial teacher training for teachers of children with special educational needs
7.5.7.6 Recruitment incentives to encourage individuals to train as teachers of children with special educational needs

This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.

7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools

7.5.1 Control

British Colombia

The Ministry of Education is responsible for providing an appropriate educational programme for all students with special educational needs. It must therefore work with students with special needs, teachers, teacher assistants and administrators to ensure that appropriate training and experiences are available. The Ministry also works with professional organisations to set standards for specialists working in the education system, such as speech language therapists, physiotherapists, occupational therapists, sign language interpreters and orientation and mobility instructors. ²⁷

In addition, the key role of the Special Education Branch of the Ministry of Education is to enable the equitable participation of students with special needs in the educational system in British Columbia. It has special responsibilities to foster the professional development of teachers, administrators, and support staff related to meeting the educational needs of such children. ²⁷

In order to provide adequate educational support for students with special needs, school districts are expected to provide in-service training to ensure that all staff can develop the skills and understanding needed to work in an inclusive environment. School districts are equally expected to have a systematic training plan for all staff to ensure that staff remain current in their knowledge and understanding of special education. The Ministry of Education supports school districts with in-service training through the provision of funds specifically for staff development. Teachers and other professionals are also expected to maintain and develop their knowledge. ²⁷

In addition, see sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1 of the mainstream archive for general information on control and responsibility for initial teacher training in Canada.

7.5.2 Types of training institutions and courses

Alberta

In Alberta, special needs teachers generally have a Bachelor of Education (B.Ed) degree with a specialisation related to special education. ²⁶ See sections 7.2.2, 7.3.2, and 7.4.2, for details of institutions which offer B.Ed programmes of teacher training. In addition, the following institutions offer programmes specifically relating to special needs teaching:

Athabasca University and the University of Alberta in Edmonton offer a one-year (24 credit) University Diploma in Inclusive Education certificate programme for teachers interested in the area of special educational needs. Learners can select elective courses at either Athabasca University (via distance education) or on campus at the University of Alberta. The Admission requirement is a four-year B.Ed degree or equivalent.
The University of Lethbridge offers a specialisation in special education for B.Ed students and a Diploma in Special Education Programme for practising teachers. ²⁶

British Columbia

Special teacher training programmes are offered through a number of post-secondary institutions in British Columbia:

University of Victoria - Bachelor's degree in education with a focus on special education.
University of British Colombia - courses of special education within undergraduate degrees in education.
Simon Fraser University - Bachelor's degree in education with a minor in disabilities. ³⁰

Ontario

The qualifications required by teachers to teach students with special educational needs are outlined in Regulation 298, "Operations of Schools - General". Qualifications are obtained in two stages:

Pre-service teacher training programmes are offered by faculties of education across the province.
Additional qualifications in special education are obtained through a three-part qualifications programme offered by faculties of education in various locations across the province. These courses prepare teachers to work with students with special educational needs. On successful completion of each part (Part 1, Part 2, and the Specialist qualification), the appropriate entry is made on the teacher's Certificate of Qualification. Teachers wishing to teach special education programmes are required, by Regulation 298, to hold the necessary qualifications. ³¹

Saskatchewan

Initial teacher training courses are available at the University of Saskatchewan and the University of Regina. Both universities offer courses which meet the Saskatchewan requirements for teacher certification. ²⁹ ³³

7.5.2.1 Admissions

See sections 7.1.2.1, 7.2.2.1, 7.3.2.1 and 7.4.2.1 for details of admissions requirements to teacher training courses.

7.5.3 Trainers

British Columbia

The policies and bylaws of the British Columbia College of Teachers expect that all those who teach pedagogical skills and supervise teaching practice (practicum) in approved courses of initial teacher training have recent experience or significant involvement in such classrooms. ²⁸

7.5.4 Curriculum for initial teacher training

Alberta

As an example of the types of courses which may be studied whilst training to be a special educational needs teacher, the University Diploma in Inclusive Education described above (see section 7.5.2) includes the following core subjects (there are also electives for students to choose from):

Assessment and instruction of exceptional learners
Behavioural management of severely disruptive children
Consultation and collaboration in special education
Advanced assessment and instruction of exceptional learners
Adolescent development
Behavioural management of severely disruptive children
Consultation and collaboration in special education
Individualised instruction for adolescents with special needs.

Further information is available online: http://www.uofaweb.ualberta.ca/edpsychology/nav03.cfm?nav03=20662&nav02=14208&nav01=13952

Saskatchewan

See the website of the University of Saskatchewan, Department of Education Psychology and Special Education for examples of the courses which might make up a programme of study: http://www.usask.ca/education/edpse/index.htm

7.5.5 Qualifications and standards

See sections 7.1.5, 7.2.5, 7.3.5, and 7.4.5 of the mainstream archive for information about qualifications and standards.

7.5.5.1 Qualifications and entitlement

Alberta

The minimum requirement to teach in schools in Alberta is a four-year bachelor of education degree in elementary education or a university degree in another area and a teaching certificate. Most special education needs teachers have a B.Ed and a specialisation relating to special education.

British Columbia

To teach in the public school system or in a government agency, two qualifications are usually required. These are an undergraduate degree in education (see 7.5.2) (or in one of the social sciences), with a specialisation in working with people who are disabled, and a teaching certificate.

Saskatchewan

Saskatchewan Learning policy for special education personnel qualifications is outlined in the Children's Services Policy Framework. This policy states that:

Special education teachers and professional support staff who are responsible for individual assessments, programme planning and programme delivery must possess qualifications acceptable to the Minister. ³²

Resource teachers, learning assistance teachers and special class teachers should have regular (mainstream) classroom teaching experience and must possess the following theoretical and experiential background:

Bachelor of Education degree.
A minimum of 18 credit hours in special education that must include coursework from: speech and language (minimum 3 credit hours); principles and practice of individual assessment of students with special needs (minimum 3 credit hours); teaching and learning strategies for students with special needs (minimum 3 credit hours); and additional courses in special education (9 credit hours), which may be selected from, but are not limited to such areas as overview of special needs; collaboration or teamwork; behaviour management; and other categories of special need. ³²

See sections 7.1.5.1, 7.2.5.1, 7.3.5.1 and 7.4.5.1 of the mainstream archive for further information about teacher certification.

7.5.5.2 probationary periods

See sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream archive for information regarding probationary periods.

7.5.6 Post-qualification induction periods

See sections 7.1.6, 7.2.6, 7.3.6 and 7.4.6 of the mainstream archive for information regarding post-qualification induction periods.

7.5.7 Key priorities, innovative practices and research in initial teacher training

The 'Teacher Education in Canada' report, published in 2008 by the Society for the Advancement of Excellence in Education, provides the first composite snapshot of initial teacher training programmes in Canada. Further information is available online.