Applications to this program are currently suspended until Winter 2026 while the program undergoes a brief revision. The program is expected to be open for applications leading up to the Winter 2026 semester (application deadline: November 1st). Revised information on the application process will be available on this website shortly.
Program Location
Education Building
Start Term
Fall, Winter, & Summer Semesters
Program Type
Coursework & Fieldwork
Schedule
Part-Time
Credits
30 Credits
Average Duration
1 Year
Administered by
Educational & Counselling Psychology (ECP)
Discover McGill’s Certificate in Inclusive Education, a program designed to equip educators and professionals with the tools to support diverse learners. Through practical training and specialized courses, you’ll develop strategies to address learning differences, behavioural challenges, and promote equitable classrooms. Graduates emerge prepared for rewarding careers in different education sectors, including special education, resource support, and community programs, making a meaningful impact on inclusive education practices in a variety of contexts.
Please note that this certificate does not provide Quebec teacher certification. This program serves as professional development for in-service teachers, daycare workers, teacher aides, resource room workers, and community organization administrators. Those interested in teacher certification should consult the Faculty's teacher education programs. Due to the fact that the Certificate in Inclusive Education is offered on a part-time basis, we are unable to accept any international applicants.
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Full Program Details from the Course Catalogue
Inclusive Education (Cert.) (30 credits)
Offered by: Faculty of Education
Program credit weight: 30 credits
Program Description
The Certificate in Inclusive Education is intended for regular class teachers, special educators, adult educators, and other educational personnel. The program provides a sequence of courses that will ensure a sound foundation for adapting curriculum and instruction for students with varying abilities, learning styles, and special needs. It strives to meet the needs of educators who must adapt to their changing roles in contemporary schools:
- for general educators, to educate students with diverse needs in their heterogeneous classrooms, and
- for special educators, to collaborate with other professionals working with exceptional students.
Required Courses (24 credits)
| Course | Title | Credits |
|---|---|---|
| EDPI 309 | Diverse Learners. | 3 |
Diverse Learners. Terms offered: Winter 2026 Inclusion debates; review of the evolution of the history of inclusive education; models of development ( eco-systemic models); characteristics, teaching practices; teachers' roles in inclusive classrooms. Overview of characteristics, causes, needs, and teaching strategies for diverse and exceptional students, teaching and learning for differences in intellectual, emotional, behavioural, sensory, physical and learning domains found in effective inclusive classrooms. Working with families. | ||
| EDPI 341 | Instruction in Inclusive Schools. | 3 |
Instruction in Inclusive Schools. Terms offered: Summer 2025, Fall 2025 Developing, planning, implementing and evaluating effective learning programs for diverse learners, and consideration of their more general applicability. Adapting curriculum and instruction for learners with varying abilities, learning styles, and needs. Collaboration with students, families, and other educators (or stakeholders) in the instructional process. Application of adaptations at the classroom and school level for all students in inclusive schools. | ||
| EDPI 344 | Assessment for Instruction. | 3 |
Assessment for Instruction. Terms offered: Fall 2025 Assessing student strengths, problems and needs; functions and use of different types of student assessment (traditional and alternative assessments); assessing the classroom environment; issues in assessment. Application component: application of assessment process with exceptional students, and use of results for planning and adapting instruction. | ||
| EDPI 440 | Managing the Inclusive Classroom. | 3 |
Managing the Inclusive Classroom. Terms offered: Fall 2025 Comprehensive approach to classroom management, including management of student learning and behavior, classroom environment, material and human resources, and teacher growth. Focus on research-based practices, including behavioral approaches, for effectively managing a classroom with diversity of students. Application component: application of classroom management principles in the field. | ||
| EDPI 441 | Students with Behaviour Difficulties. | 3 |
Students with Behaviour Difficulties. Terms offered: Winter 2026 Theoretical approaches and specific teaching methods appropriate to the needs of students with emotional or behaviour problems, including students with attention deficit hyperactivity disorder. Multimodal team intervention approaches are emphasized. Application component: application of teaching methods with students experiencing behaviour difficulties. | ||
| EDPI 442 | Students with Learning Difficulties. | 3 |
Students with Learning Difficulties. Terms offered: Winter 2026 Commonalities and differences between students with specific learning disabilities, and related teaching approaches. Emphasis on methods, materials, and technology for teaching academic content as well as social skills. Application component: modifying and teaching content areas to students experiencing learning difficulties. | ||
| EDPI 526 | Supporting Students' Strengths and Talents. | 3 |
Supporting Students' Strengths and Talents. Terms offered: Winter 2026 The psychology and practice of supporting the strengths and talents of all students across educational and community settings . Strength and talent-based programs and activities, assessments to discover student strengths and talents, classroom adaptations, application of strength and talent-based approaches to curriculum design. | ||
| EDPI 543 | Family, School and Community. | 3 |
Family, School and Community. Terms offered: Fall 2025 Focus on the examination of three important systems in a child’s life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being. | ||
Complementary Courses (6 credits)
6 credits from:
| Course | Title | Credits |
|---|---|---|
| EDPE 496 | Individual Reading Course. | 3 |
Individual Reading Course. Terms offered: this course is not currently offered. Supervised individual reading course on an approved subject. | ||
| EDPI 527 | Creativity and its Cultivation. | 3 |
Creativity and its Cultivation. Terms offered: Fall 2025 Recent research, theory, and educational practice concerning creativity, with special attention to creativity in students and educational settings. | ||
| EDPI 539 | Field Work 1. | 3 |
Field Work 1. Terms offered: Fall 2025 Supervised experience in an approved relevant educational setting. | ||
| EDPI 540 | Field Work 2. | 3 |
Field Work 2. Terms offered: Fall 2025, Winter 2026 Supervised experience in an approved relevant educational setting. | ||
Other courses may be approved by the Program Director. Further information may be obtained by emailing ecpundergrad.education [at] mcgill.ca">ecpundergrad.education [at] mcgill.ca. Courses listed above are not necessarily offered on a regular basis. Check Minerva for course availability.
Eligibility (Admission Criteria)
Applicants should meet the following requirements:
- Possess an undergraduate degree and a Quebec teaching certificate (Brevet d'ensiegnment). Applicants who do not have an undergraduate degree or who do not have a Quebec teaching certificate are invited to email ecpcont.education [at] mcgill.ca to discuss their eligibility to the program.
- A minimum CGPA of 2.75 out of 4.0.
- Proficiency in English. Applicants to graduate studies whose mother tongue is not English and who have not obtained an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction, or from a recognized institution in Canada or the US (anglophone or francophone), must submit documented proof of proficiency in oral and written English.
Application Process & Required Documents
All applications are done through McGill's Graduate Applicant Portal. The application steps and instructional video are on the University's Future Graduate Students website. The following documents must be part of your application: (Note that all uploaded documents to the portal must be in PDF format.)
- A complete application form (accompanied by your application fee payment).
- A copy of your unofficial transcripts from all previous university-level studies (undergraduate and graduate). Official transcripts are required to be submitted by those who gain admission to the program. (Instructions on sending official transcripts will be sent upon acceptance.)
- A copy of your Quebec teaching certificate (Brevet d'ensiegnment). Applicants who do not have a teaching certificate may submit a formal letter from an educational institution indicating applicant's employment as a teacher, non-teaching professional, or teaching assistant; or the applicant's school involvement as a parent, volunteer, or community member.
- Letter of Reference: Within the online application, applicants must provide valid institutional e-mail address for one (1) reference who can speak to your academic ability and/or qualifications for working with youth in a helping role, and general character. McGill University will contact the referee directly to submit their letter of reference.
- Personal Statement (3-page maximum, double-spaced) in APA style. Please include the following information:
- Relevant experience: Describe your past and current experience working with children and/or adolescents.
- Objectives: Why are you applying to this program? How does this program match your general career or skills-acquisition objectives? Which knowledge would you like to gain?
- Optional topics: Your personal trajectory, personal challenges along your scholastic/professional/personal journey, experiences or challenges you've encountered related to identity. Note that students who identify as being part of a minority group are encouraged to self-identify to facilitate access to any applicable financial aid and/or awards, as part of McGill's Equity, diversity, and inclusion (EDI) mandate. All personal data submitted will be kept confidential and used only for operational decision-making.
- English Language Proficiency Test Score (if applicable): Please arrange for test scores (TOEFL, IELTS) to be sent to McGill directly from the testing agency. You must indicate the McGill University institution code: 0935.
Application Deadlines
- Fall Admission: May 1
- Winter Admission: November 1
- Summer Admission: January 1
What to Expect After Submitting your Application
An automated notice from McGill University acknowledging receipt of your application will be sent to the email address indicated in your submission.
