Equitable learning and neurodiversity: inclusive practices in French immersion
The number of neurodiverse learners in French Immersion (FI) increasing every year. The question of the suitability of the FI program should no longer be a topic of discussion for these learners. This study was designed to ask the questions: “what do FI teachers understand about inclusive practices and which ones do they utilize in their classrooms?” This mixed-methods study employed a cross-sectional survey to recruit participants from approximately 30,000 international FI teachers from various closed FI teacher groups on Facebook. From that number,54 Canadian FI teachers participated in the survey. The finding of this study reveal that FI who participated may recognize and utilize some inclusive practices, in particular Project/Inquiry-Based Learning. However, they do not demonstrate confidence in their understanding or use of UDL or RTI as a regular part of their teaching. This indicates a need for further professional development in inclusive practices such as UDL, RTI or P/I-BL to set neurodiverse learners up for success in FI classrooms.