Abstract
This study explores the meaning of social integration of children with disabilities as conceptualized by Canadian elementary school teachers. Inclusion and inclusive education are espoused globally (e.g., UNESCO, 2005; Paliokosta & Blandford, 2010). Maximizing the interaction between pupils with and without disabilities is regarded as an important aspect of inclusion (Koster et al. 2009). However, studies have reported negative attitudes toward children with disabilities (e.g., Nota et al., 2018). To redress the issue, however, encounters difficulty. For lack of a clear goal and definition of inclusion (Lunt and Norwich, 1999), there is a lack of effective operation. Recent research emphasizes social inclusion as a goal of inclusion (Simplican et al., 2025). However, the term, social inclusion, remains unclear, due to multiple and unclear definitions. Another term, “social integration”, has long been proposed as a major goal of inclusion (McCay & Keyes, 2001). The term, though more specific and commonly used, has not been more thoroughly defined. At issue is: What does social integration mean? The ecological model of human development (Bronfenbrenner, 1979) guided the hypothesis that social integration is defined along nondisabled peers and the broader nondisabled community. The qualitative research method with interviews was used to ask about the meaning of social integration. Data were analyzed with the content analysis method (Johnson & LaMontagne, 1993). The result found several themes, two major ones being: (1) social inclusion and (2) community’s involvement. The results would guide the practice and research of social integration and inclusion.
Presenters
Lily DysonResearcher, Faculty of Education, University of Victoria, British Columbia, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
SOCIAL INTEGRATION, DISABILITIES, DIVERSITY, CHILDREN, INCLUSION
