The importance of inclusion in education is well recognized in Québec, where about 65% of students with handicaps, social maladjustments or learning difficulties (SHSMLD) are integrated in regular classrooms.
To ensure their success, it is important to provide complementary educational services in a manner that is efficient and adapted to the varied and growing needs of students.
It is important to provide complementary educational services in a manner that is efficient and adapted to the needs.
A synthesis of the best principles and organizational models for complementary educational services and effective strategies that facilitate the implementation of these principles was carried out. A consultation committee bringing together representatives (directors, teachers, parents, health professionals) from 7 school boards in the Montréal, Sherbrooke and Montérégie regions contributed to the data synthesis and the dissemination of the findings.
The main results show that some models have been developed and evaluated with subgroups of SHSMLD, but none has been tested with the aim of guiding complementary educational services as a whole. However, 10 components that should be included in an optimal organizational model for complementary educational services were identified. Response to intervention models as well as certain components (such as the coordination of services) appear to be promising and applicable to all SHSMLD. Materials (e.g. tip sheets, workbooks) will provide a simple and concrete presentation of the best strategies for organizing services.
These documents will be distributed during local school conferences and parents' associations meetings and on school board websites. The results will support evidence-based decision-making while taking into account specific contexts and available resources.
Dana Anaby, McGill University
Call for proposals
Deposit of the research report: December 2016