The role of empathy in support for inclusive education
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378025%3A_____%2F24%3A00587437" target="_blank" >RIV/68378025:_____/24:00587437 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s11218-024-09928-w" target="_blank" >https://link.springer.com/article/10.1007/s11218-024-09928-w</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s11218-024-09928-w" target="_blank" >10.1007/s11218-024-09928-w</a>
Alternative languages
Result language
angličtina
Original language name
The role of empathy in support for inclusive education
Original language description
According to UNESCO, educating all children in the same classrooms, with adequate support and taking into consideration their different needs, provides benefits for everyone. However, public opinion about inclusive education is rarely uniform and often unsupportive. While public support for placing pupils with special needs in regular classes is crucial for both legislation and the implementation of effective inclusive practices, knowledge about the predictors of this support is limited. Additionally, we know relatively little about how support for inclusion varies depending on the type of disadvantage. In this study, we examine the role of different empathy-related processes (perspective taking, empathic concern, personal distress) in public support for the inclusion of six different groups involving pupils disadvantaged by their social background, physical disabilities, and intellectual disabilities. Using data from a Czech nationally representative survey (2022), and multilevel ordinal logistic models, we found differences in the effects of empathy on the support for inclusion depending on the type of pupils’ disadvantage. While perspective taking is not associated with support for any group, and personal distress lowers the support for inclusion, individuals with higher levels of empathic concern are more supportive of inclusion regardless of the type of disadvantage. Furthermore, we found that extended contact with a disadvantaged child increases support for inclusion.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50401 - Sociology
Result continuities
Project
<a href="/en/project/GM23-07283M" target="_blank" >GM23-07283M: The dynamics of adolescents‘ attitudes toward outgroups</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Social Psychology of Education
ISSN
1381-2890
e-ISSN
1573-1928
Volume of the periodical
27
Issue of the periodical within the volume
5
Country of publishing house
NL - THE KINGDOM OF THE NETHERLANDS
Number of pages
25
Pages from-to
2367-2391
UT code for WoS article
001247430400001
EID of the result in the Scopus database
2-s2.0-85198618278