Inclusion and school attention to student diversity in primary schools: an action-research programme

Abstract

Human relationships, interaction between students and teachers, and the classroom environment, have been stolen from our attention. It has been almost forgotten the fact that the relationship between teacher and student, mediated by knowledge, is a most intersubjective and human relationship. It is not possible to teach and learn in an environment unfavorable, if not the human relationship develops under certain parameters of psychological well-being, ethical and emotional can be very difficult or even impossible to teaching-learning process (Onetto, 2003). Hence, to have a good classroom atmosphere is important in teaching and learning, as well as to promote inclusion, diversity and integration of the components of the group. Since we often encounter situations in which the classroom environment is perceived as a powerful stressor (Coie, 1990). In this context, our work was to evaluate the effects of an intervention program inclusive approach using ICT to improve classroom climate in elementary school students. The results indicate that an improvement has been achieved in the classroom environment, higher level of cohesion and integration between the components in the class after applying innovative program with ICT.