A case study of the integrated programme for children with disabilities in mainstream child care centres in Hong Kong: Exploring the instructional strategies

The operation of the integrated programme for children with disabilities in mainstream early childhood settings has become a primary service option in many countries around the world, and as such the programme provides a huge benefit for the development and learning of these children. The integrated programme in Hong Kong mainstream child care centres (CCCs) has been implemented since the late 1970s with the goal of facilitating the return of children with disabilities to mainstream education and to the mainstream society. As instructional strategies (i.e. relate to aspects of the teaching strategies and curriculum) play a significant role in influencing the effectiveness of the integrated programme for children with disabilities, investigating how these aspects have been implemented in integrated classrooms is important. Two case studies consisting of interviews (semi-structured and informal interviews), observations and documentations were gathered from various stakeholders (i.e. six school stakeholders, two parents of children with disabilities and two children with disabilities). The findings indicate that the instructional strategies adopted in integrated classrooms were inappropriate and ineffective. Implications for instructional changes are discussed.