Inclusion of Students with Special Education Needs in French as a Second Language Programs: A Review of Canadian Policy and Resource Documents


  • Stefanie Muhling alumna of Ontario Institute for Studies in Education currently working for: Ontario Ministry of Education
  • Callie Mady Nipissing University


special education needs, inclusion, French as a Second Language


This article describes a document analysis of policy and resource documents pertaining to inclusion of students with special education needs (SSEN) in Canadian French as a Second Language (FSL) programs.  By recognizing gaps and acknowledging advancements, we aim to inform current implementation and future development of inclusive policy. Document analysis of a) special education documents and b) FSL policy and support documents revealed that over 80% of provincial and territorial education ministries currently refer to inclusion of SSEN in FSL. With the intent of remediating identified inconsistencies in actual application, this article concludes with specific recommendations to enhance inclusive practice.

Author Biographies

Stefanie Muhling, alumna of Ontario Institute for Studies in Education currently working for: Ontario Ministry of Education

Alumna of OISE currently working as an Education Officer Ontario Ministry of Education

Callie Mady, Nipissing University

Schulich School of Education Professor


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Arnett, K. (2013b). The genesis and perpetuation of exemptions and transfers from French second language programs for students with diverse learning needs: A preliminary examination and their link to inclusion. In C. Mady. (Ed.), Minority populations in Canadian second language education (pp.103-117). Toronto: Multilingual Matters.

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