Inclusive Education in Practice: Evaluating Strategies That Support Diverse Learners in Canadian Schools

Abstract

This study responded to the continuing demand for stronger school-based support systems by evaluating the strategies that sustain inclusive education for diverse learners in Canadian schools. Using a cross-sectional predictive-explanatory survey design, data were collected through a validated researcher-developed questionnaire administered to school personnel directly involved in inclusive practice. The instrument demonstrated strong content validity and internal consistency, with an overall Cronbach’s alpha of .92. Data were analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling, with Importance-Performance Map Analysis used to identify priority areas for improvement. Findings revealed that inclusive instructional design, classroom accommodation and responsiveness, collaborative support systems, and learner participation and belonging were all rated high. Among the dimensions, inclusive instructional design obtained the highest descriptive rating, while collaborative support systems registered the lowest performance. Structural model results showed that all three strategy domains significantly predicted learner participation and belonging, with collaborative support systems emerging as the strongest predictor. The model explained 61% of the variance in learner participation and belonging, indicating moderate to substantial predictive power. The results suggested that inclusive education was most effective when it extended beyond individual classroom adjustments and operated through coordinated, school-wide support mechanisms. The study concluded that while inclusive practices were already evident, stronger collaboration among educators, specialists, school leaders, and families remained essential for deepening meaningful participation and belonging among diverse learners.