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ERIC Number: EJ1058320
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: ERIC
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1555-6913
Teachers' Perspectives and Experiences of the Contexts of Social Inclusion within Elementary School Classrooms in Canada and China
Dyson, Lily
Journal of the International Association of Special Education, v15 n2 p108-117 Fall 2014
This study examined the contexts of social inclusion within elementary school classrooms in Canada and China. Based on interviews, classroom teachers in two metropolitan cities in Canada and China reported their perspectives and experiences with regard to: (a) the state of social inclusion in general; (b) places where social inclusion took place the most; (c) activities which generated the most social inclusion; and (d) places where social inclusion was most challenged. The results showed that: Social inclusion was only half fulfilled in both countries; the classroom was the main place for social inclusion; physical education and group work generated the most inclusion while academic areas proved the challenging aspect of social inclusion. There were, however, cross-national differences along these perspectives. Implications for educational practice and research aimed at improving social inclusion are discussed.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; China