Promising practices for preparing Canadian teachers for inclusive classrooms: analysis through a transformative learning lens

Abstract

ABSTRACT Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools.