|Published online: June 25, 2015||$US5.00|
Based on the perspectives of teachers, this study investigated parental involvement in the promotion of social integration of their children with disabilities in inclusive elementary classrooms. Two groups of elementary school teachers from two countries, 64 from Canada and 52 from China, were interviewed on the issue. The results found both similarities and differences in the teachers’ perspectives. Both groups of teachers reported a high degree of parental involvement. However, while Canadian teachers found that Canadian parents focused more on their involvement at home, their Chinese counterparts reported that their children’s parents were more actively involved in the classroom. Implications for parental involvement for the promotion of social integration are suggested.
|Keywords:||Parental Involvement, Social Integration, Canada, China|
Professor, Faculty of Education, University of Victoria, Victoria, B.C., Canada