Strategies for and Successes with Promoting Social Integration in Primary Schools in Canada and China

Abstract

This study examined social integration in 11 primary schools in Canada and 19 primary schools in China as reported by teachers in terms of the strategies employed to promote social integration and success in achieving social integration. Structured interviews were conducted with 64 Canadian and 52 Chinese general education teachers. The results showed that the strategies used to promote social integration were largely similar in both countries. Major strategies included the provision of a positive social environment, the promoting of positive attitudes toward individuals with disabilities, and the implementation of cooperative learning techniques. These teachers in the two nations differed mainly in the degree of emphasis on the strategies and the levels of success. The author suggests that future studies involve more nationally representative samples.

Keywords:

• Canada
• China
• disabilities
• inclusion
• primary schools
• social integration
• strategies
• success

Acknowledgements

This study was supported by a grant provided by the Centre for Asia-Pacific Initiatives, University of Victoria, British Columbia, Canada. The author wishes to thank the teachers from China and Canada for their participation in the study. No restrictions have been imposed on free access to, or publication of, the research data. Opinions reflect those of the author and do not necessarily reflect those of the funding agencies. The author had no financial or other conflicts of interest.