Izvorni znanstveni članak
Role of Empathy in Socialization of Children with Disabilities in the Classroom
Aldo Špelić
; Odjel za obrazovanje učitelja i odgojitelja Sveučilišta Jurja Dobrile u Puli
Đeni Zuliani
; Odjel za obrazovanje učitelja i odgojitelja Sveučilišta Jurja Dobrile u Puli
Sažetak
Inspired by research about the positive effects of inclusion of children with disabilities into regular classroom with children of typical development, in this research we have investigated 1) whether there is a difference in the empathy of children who were in the same classroom with children with disabilities during the three or four years of elementary school education and those children who did not have this experience, 2) what the acceptance of children with disabilities in their classroom is and whether there is a difference in empathy of typical children with regard to the acceptance of children with disabilities, and then 3) whether typical children selected by children with disabilities vary in emphatic characteristics in contrast to others.
The study included children of one III and two IV (N = 41) grade classrooms in which children with disabilities were included and children of one III and two IV (N = 42) grade classrooms in which children with disabilities were not included. The results obtained in our example show that (1) children in whose classroom children with disabilities were included have significantly lower levels of empathy compared to children who did not have this experience, then (2) children with disabilities in their classrooms are ‘stars of refusing ‘ and children who do not accept children with disabilities show significantly lower levels of empathy in relation to others, and (3) children elected by children with disabilities show significantly lower levels of empathy
in relation to others. These results which indicate that the inclusion of children with disabilities in regular classroom environment have brought specific problems in socialization and in developing empathy for typical children and children with disabilities are explained by a
lack of previous preparation and training of both children groups that would enable positive outcome of educational integration.
Ključne riječi
educational integration; students with disabilities; empathy and sociometric status
Hrčak ID:
70283
URI
Datum izdavanja:
7.7.2011.
Posjeta: 7.114 *