Inclusive College Education
A Question of Training?
Based on an independent study carried out in 2016-2017, our text presents and questions specific results that challenge college teachers to make success accessible to as many of their students as possible by adapting their teaching with or without training, support, or specific benchmarks. Questions are raised about the effective implementation of these practices and their potential impact on students most vulnerable to failure or dropping out, whether identified as students with disabilities (SD) or not, a group to which adult general education (AGE) students are likely to belong. Questions are also raised about issues in teacher training and its repercussions on the success of teachers’ most vulnerable students.
How to Cite
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
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This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).