Abstract
In its effort to implement integration, the Government of the Hong Kong SAR initiated a two-year pilot project with nine schools in 1997 to identify the blocks and challenges involved. One of the aims of the integration project is to foster independence and encourage active participation of students with disabilities, Through observations, interviews with students with and without disabilities, teachers and parents, and a structured questionnaire, this study attempted to explore the pattern of social interaction of the 48 students with disabilities involved in the project. The literature is replete with positive reports of improved social interaction of students in inclusive settings. This study revealed that while most integrators perceived that they enjoyed school life in the mainstream, they also experienced some difficulties in interaction. Most of them tended to play and make friends with similar students in the schools. They had rather small friendship networks and at times they felt isolated. Reasons that account for such difficulties will be discussed and the opinions of teachers and parents to support these children are solicited.
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