Cheryll Duquette

Cheryll Duquette serves as Adjunct Professor and Interim Director of the Teacher Education Program at the University of Ottawa's Faculty of Education. Her career spans inclusive education, special education, and teacher preparation with specialized expertise in Fetal Alcohol Spectrum Disorders (FASD) and learning disabilities.

Her academic credentials include:

• Ph.D. in Educational Administration, University of Ottawa (1986)
• M.Ed. in Educational Administration, University of Ottawa (1981)
• Special Education Specialist (1979)
• Ottawa Teaching Certificate (1974)
• B.A. in History, Carleton University (1973)

Dr. Duquette's research examines inclusive classroom practices, parent advocacy frameworks, and preservice teacher development. She pioneered SSHRC-funded studies on FASD in educational settings and developed practical resources like her book Students at Risk (translated 2014), providing evidence-based accommodations for diverse learners. Her work bridges theory and practice through international teacher workshops across China, Morocco, and Tanzania.

Recent publications (2023-2025) reveal intensified focus on destreaming in mathematics education, social-emotional learning implementation, and differentiated instruction efficacy. Her FASD research continues exploring postsecondary transition outcomes while expanding into employment integration for neurodiverse adults.

Recognition includes:

• Teaching Excellence Award, University of Ottawa (2006)

She has supervised graduate research on inclusive education while evaluating provincial initiatives like Ontario's differentiated instruction strategy. Her international collaborations include designing teacher training programs for Chinese educators and consulting on special education frameworks in the Middle East.

Dr. Duquette leads cross-institutional research teams addressing educational equity, partnering with Ontario school boards, community health organizations, and Indigenous education programs including the Aboriginal Teacher Education initiative. Her current work evaluates systemic barriers for students with learning disabilities through longitudinal studies funded by educational ministries.