Mentorship of Special Education Teachers of Students who have Treatment and Rehabilitation Needs

Abstract

This study examines the role of mentorship in enhancing the self-efficacy of special education teachers working with students requiring treatment and rehabilitation. It also explores how mentorship supports the implementation of the new Ontario Language (OME, 2023) curriculum within Education and Community Partnership Programs (ECPP). A qualitative case study approach was used. Semi-structured interviews were conducted with three experienced mentors and one mentee from a publicly funded Ontario school board. Data were analyzed using thematic analysis to identify key themes related to mentorship and teacher self-efficacy. The study identified four major themes: teacher isolation, challenges of language and literacy instruction and the new Ontario Language curriculum, congruous mentorship support in ECPP settings, and informal communications and responsive mentorship. Findings highlight the importance of trust-building and technology in mentorship. This study is relevant to educators, policymakers, and administrators in special education, mentorship programs, and alternative education settings. It provides insights for improving teacher support systems within ECPP and similar learning environments. This study contributes to the limited research on mentorship for special education teachers in ECPP. It highlights the role of mentorship in overcoming professional isolation, improving instructional practices, and integrating technology to enhance teacher development.