| Popis: |
Inclusive education (IE) is defined as “child-centered pedagogy that is capable of successfully educating all children, including those who have serious disadvantages and disabilities” (UNESCO, 1994). Previous research has mainly focused on examining the outcomes of the IE in children with ASD (e.g., Roberts & Webster, 2020; Costa Chahini, & Viana, 2021), whereas the potential benefit of this pedagogy for typical developing (TD) children remains neglected. The current study is trying to examine whether IE can improve the development of prosocial behaviors in TD children. Taking helping and sharing behaviors as two indicators, we plan to compare the difference of sociality between 2 groups of TD new students within/beyond the IE settings. Assessments of empathy and Theory of Mind (ToM) will also be conducted in these children at the beginning of their 1st semester (Pre-test), 6 months later (Middle-test), and at the end of their 1st school year (Post-test). The findings will provide insights into the current practice of IE in TD children and hopefully encourage the provision of IE which is in continuing need. |
