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Perceptions of Canadian Native and Non-Native Teachers on Assessment and Special Education Service Delivery

By Carla Abreu-Ellis.

Published by The International Journal of Learning

The purpose of this research paper was to identify differences and similarities among Native and non-Native teachers regarding special education service delivery to Native Canadian students. The sample for this study included Native and non-Native teachers from two elementary schools and one secondary school in the province of Ontario. A questionnaire was developed to analyze the extent to which the perceptions of the two groups of teachers differed on elements related to special education service delivery which included: teaching practices, assessment practices, and placement practices.
Results indicated that differences were found between Native and non-Native participants regarding special education service delivery to Native Canadian students. Major findings of this study suggested that both Native and non-Native participants perceived the use of teaching accommodations and modifications to help Native Canadian students with instructional difficulties. However, they lacked information in relation to assessment tests, test norms, and test purposes used to place students in special education programs. The lack of information on tests used to place students in special education programs might be a possible reason for the significant number of Native Canadian students identified as having disabilities in Ontario.

The International Journal of Learning, Volume 14, Issue 1, pp.209-220. Article: Print (Spiral Bound). Article: Electronic (PDF File; 582.311KB).

Dr. Carla Abreu-Ellis

Student Development Specialist, Student Disability Services, University of Windsor, Windsor, Ontario, CANADA