Teacher Training and Practices: Action Research Among Haitian Primary and Secondary School Teachers Welcoming Students with Special Educational Needs

This article is part of my doctoral study, we explore the nature and diversity of teaching practices implemented by Haitian teachers in primary and secondary education, when they welcome students with special educational needs. Based on data collected from in situ observations of the teaching practices of 15 teachers from different sectors. The study reveals a predominance of so-called “traditional” teaching methods, characterized by a teacher-centered approach. These practices mainly involve particular teaching techniques where the teacher plays a leading role, often limiting student interaction. However, despite this predominance, observations also show that after training, some teachers mobilize a certain variety in teaching practices, demonstrating adaptations and relative flexibility on the part of some of them according to the specific needs of their students.