Résumé: "The rise in numbers of postsecondary students who require adapted services underscores the
need for inclusive teaching practices to help students with disabilities adjust and succeed. Despite
the growth in studies on this topic, quantitative data are lacking on the prevalence of these
practices in high school and college and their predictive ability for student adjustment and
academic performance. This repeated measure study involved students attending 10 colleges in
the Province of Quebec (Canada), 42% of whom disclosed a disability at college entry. Students
completed a battery of online questionnaires in October 2019 (n = 1,826) and a second battery in
April–May 2020 (n = 1,435). They included assessments of teachers’ use of inclusive teaching
practices in high school and college as well as student adjustment and academic performance in
college. Results indicate that inclusive practices were perceived by students as not universally
applied, and that their prevalence varied according to teaching level and disability status. While
some inclusive practices positively predicted college adjustment and academic performance,
others had negative effects on these practices. Results are discussed in light of the principles of
Universal Design for Learning and with a view to developing inclusive teaching practices in high
school and college." provided by authors
Description: Comprend des références bibliographiques et webographiquesRunning head : Inclusive teaching practices and college adjustmentLes résultats présentés dans cet article proviennent d’un projet de recherche sur la transition collégiale des étudiants en situation de handicap. Ce projet a été financé par l’Action concertée sur la Réussite et Persévérance scolaire du Fonds Québécois de Recherche, Société et Culture.Numéro du projet de recherche : 2019-PZ-264654
