היחס לשילוב תלמידים עם הפרעות התנהגות ומידת האמפתיה אליהם: השוואה בין מורים, הורים ותלמידים

The present study examined attitudes toward inclusion of students with conduct disorders, disorder severity perceptions, and the degree of empathy toward the included students among teachers, parents, and their normative classmates. Findings showed that teachers’ attitudes toward the inclusion of children with conduct disorders were more negative than the parents’ attitudes. They also showed that students’ attitudes toward inclusion were more positive than those of teachers and parents. Parents perceived aggressive behaviors as more severe than the students, and teachers perceived Attention Deficit Hyperactivity Disorder (ADHD) as more severe than both students and parents. The students, however, perceived the emotional difficulties as more severe than the teachers did. The teachers were more empathic than the parents, whereas the teachers’ and parents’ level of empathy was higher than the students’. Each group’s difficulties with inclusion are examined in the discussion, as are possible responses.