Training Pre-service Teachers to Fulfill Special Education Responsibilities in Ontario, Canada: A Content Analysis

As inclusive education becomes the norm in Kindergarten to Grade 12 classrooms, general education teachers have a growing need for knowledge and skills in inclusive and special education (ISE) practice. While many early-career teachers pursue professional development in special education, pre-service teacher training plays an essential role in preparing educators to support the diverse needs of exceptional learners. In this study, we examined ISE-related course content from pre-service–teacher-education programs in Ontario, Canada. We analyzed a total of 1,011 course descriptions from 14 provincially accredited pre-service–teacher-education programs using summative content analysis. Our findings have shed light on what might be missing in Ontario pre-service–teacher-education programs: (a) a need for exceptionality-related content in core curriculum courses, (b) consistency in ISE training across grade-level divisions, and (c) training specific to effective collaboration with educational assistants. We highlight the need for policymakers to mandate strong ISE integration into pre-service–teacher-education programs.