Between Promise and Practice: Unmasking Inclusion in Ontario's Education System

Abstract

Despite Ontario’s formal commitment to inclusive education, a persistent gap remains between policy and practice, particularly concerning the social, emotional, and learning (SEL) needs of disabled students. While inclusive education is widely favoured, growing evidence suggests that its implementation often lacks the systemic support necessary to foster meaningful educational access and belonging. This study triangulates Ministry policy documents, educator and parent surveys, and in-depth interviews to assess whether inclusion in Ontario schools supports disabled students. It is guided by four research questions: (1) How are disabled students supported in inclusive classrooms? (2) How are disabled students’ social, emotional, and learning needs being met? (3) How do inclusive classroom settings meet the definition of inclusion laid out by the Ministry of Education? and (4) Considering their experiences, how do parents interpret the Ministry’s definition of inclusion? Drawing on an interpretative phenomenologically oriented methodology, the study employs three data sources: policy documents, survey responses, and semi-structured interviews, which are analyzed across four phases. The sample comprised seven parents (two of whom were also educators) and five teachers from diverse Ontario school boards. A manifest content analysis was conducted to assess surface-level concerns, followed by a latent interpretative phenomenological analysis focused on body, time, space, and relation. Findings indicate that while participants broadly support the concept of inclusion, its practical implementation is inconsistent, fragmented, and under-resourced. Policy documents articulate aspirational goals related to equity, pedagogy, and community engagement; however, survey data reflect ambivalence, citing inadequate training, limited resources, and superficial inclusion practices. Manifest themes from the interview data highlight systemic deficits in funding and teacher preparedness. Using interpretative phenomenological analysis (IPA), the latent findings reveal deeper experiential patterns of masking, exhaustion, and a desire to create a sense of belonging. These results suggest that inclusive education often amounts to physical integration without the relational and structural supports required for meaningful participation. This thesis argues that despite policy commitments, access to equitable education for disabled students is often shaped by systemic inconsistency and influenced by broader ableist and neoliberal logics that structure educational environments. While many teachers are committed to supporting disabled students, their efforts are frequently constrained by limited access to disability-informed training and resources. As a result, equitable access often depends on the emotional labour and persistent advocacy of parents navigating a system that does not consistently deliver on the promise of inclusion. Keywords: Inclusive education; critical disability studies; interpretative phenomenology; policy–practice gap; Ontario schools; social-emotional learning; belonging; neoliberalism; ableism.