État de publication: Publiée (2014 )
Nom de la revue: International Journal of Technology and Inclusive Education (IJTIE)
Intervalle de pages: 388-393
Résumé: The representations of high school language, science, and mathematics teachers in Québec were examined with respect to the Politique québécoise de l’adaptation scolaire which favors the inclusion of special needs students. A questionnaire was administered to 240 Québec high school teachers in either regular or special education classes. This questionnaire asked teachers about the policy’s objectives, resources, population, actions and effects. The model for individualized learning classes was also considered (special classes in regular schools). The results show that the teachers were generally highly critical of this new education policy, which was not well received. For example, the majority of teachers believed that they received too many resources to the detriment of their other students. A strong majority of the teachers were in favor of limiting the number of special needs students per regular class. However, significant differences were observed between the regular and special education teachers in terms of their responses.