ABSTRACT

This pilot study aimed to explore the attitudes of children attending Italian primary schools towards the inclusion of peers with special needs to identify different inclusiveness profiles based on the characteristics of different types of special needs/disorders. Moreover, the study analysed the relationships among students’ attitudes, different dimensions of school well-being and academic results.

Three profiles indicating different levels of inclusiveness among children were identified. The moderately inclusive group showed the worst attitude towards peers with behavioural problems and the best academic results. The most inclusive group showed the highest level of school well-being, particularly for the relationships with classmates and self-efficacy dimensions.

摘要

这项试点研究旨在探讨意大利小学儿童对包容有特殊需要的同龄人的态度，以根据不同类型的特殊需要/障碍的特征确定不同的包容性概况。此外，该研究分析了学生的态度、学校幸福感的不同维度和学业成绩之间的关系。

确定了表明儿童不同程度包容性的三个概况。中等包容组对有行为问题的同龄人态度最差，学业成绩最好。最具包容性的群体表现出最高水平的学校幸福感，特别是在与同学的关系和自我效能方面。