This article, after a brief description of the concept of "school inclusion” and “prosocial behavior”, is meant to offer some important insights on the educational and pedagogical value of these two dimensions. Through a brief history from the '60s to today, the article exposes the benefits of school inclusion, highlighting how the "heterogeneous" class groups, especially those including students with disabilities, can improve relational skills among classmates. In particular, reference is made to a recent study (Lombardi, 2011) carried out in Italy (in Rome) and in Brazil (in Uberlândia). In the group of Brazilian adolescents of Uberlândia, the experimental group reported significant values (P 0.008). This would seem to confirm the hypothesis that students who had classmates with disabilities perceive themselves more prosocial, particularly with increased frequency in the behavior of help
Educare nelle differenze per una cultura prosociale.
Lombardi Grazia;
2014
Abstract
This article, after a brief description of the concept of "school inclusion” and “prosocial behavior”, is meant to offer some important insights on the educational and pedagogical value of these two dimensions. Through a brief history from the '60s to today, the article exposes the benefits of school inclusion, highlighting how the "heterogeneous" class groups, especially those including students with disabilities, can improve relational skills among classmates. In particular, reference is made to a recent study (Lombardi, 2011) carried out in Italy (in Rome) and in Brazil (in Uberlândia). In the group of Brazilian adolescents of Uberlândia, the experimental group reported significant values (P 0.008). This would seem to confirm the hypothesis that students who had classmates with disabilities perceive themselves more prosocial, particularly with increased frequency in the behavior of helpI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
