Supporting Students with Exceptionalities in French Immersion Programs in Ontario

French Immersion (FI) education continues to be a popular choice for parents across Canada. However, recently FI programs have come under criticism for not being inclusive to students with exceptionalities. While there has been research around the suitability of FI for students and the factors that attribute to students leaving the program, this qualitative research study serves to investigate the perceptions of teachers who are modifying and accommodating for students with exceptionalities in FI classrooms. The methodology of this study was to conduct semi-structured interviews with two Ontario certified teachers who have worked in FI classrooms for at least five years and have experience supporting students with exceptionalities in the FI context. Through the transcription and coding of the interviews, four themes became apparent and led to important implications for FI programs. First, the participants revealed that despite an increase of students who are considered exceptional and that require additional support in FI programs, there continues to be a trend of students with exceptionalities leaving the program. Next, participants aligned with current research around student suitability in FI, stating that students with exceptionalities are no greater risk for success in learning French. Finally, the participants identified current strategies and resources for students with exceptionalities in FI as well as how lack of availability and access creates a barrier for the design and implementation of an equitable program