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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.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Mirella Zanobini
Mirella Zanobini has been in active service in the Faculty of Educational Sciences, University of Genoa, since 1993, with the status of Researcher in Developmental Psychology. She is currently full Professor in Developmental and Educational Psychology at the University of Genoa. Her research interests include cognitive profiles of children with autism; quality of school inclusion; typical and atypical language acquisition in early childhood.
Paola Viterbori
Paola Viterbori obtained her PhD in Psychology Research Methods and her specialization in Clinical Psychology at the University of Genoa (Italy). She is currently Assistant Professor in Developmental and Educational Psychology at the University of Genoa. Her research interests include typical and atypical language acquisition and the development of executive function and self-regulatory skills in childhood.