La importancia del análisis del clima de aula para mejorar la inclusión educativa
- Óscar Chiva Bartoll 1
- Jesús Gil Gómez 1
- Lorena Zorrilla Silvestre 1
- Patricia Balaguer Rodríguez 1
- 1 Universitat Jaume I de Castellón, España
ISSN: 0719-4706
Year of publication: 2015
Volume: 2
Issue: 2
Pages: 130-141
Type: Article
More publications in: Revista Inclusiones: Revista de Humanidades y Ciencias Sociales
Abstract
This paper defends the importance of analyzing the climate of the class-group as a first step to improve the processes of educational inclusion. Specifically peer rejection is analyzed in a classroom. Initially the terms in which the concepts of rejection-inclusion are known are described. Later the design and results of a particular intervention in a primary level class is explained. The analysis showed how the hypothesis of a child with inclusion problems was real. Besides, emerged a case that so far had not been detected by the teacher. Finally, it is concluded that further analysis of classroom climate and prosocial attitudes is necessary in order to understand the relationships within the class and cope with inclusion needs as teachers.