THE IMPORTANCE OF THE ANALYSIS OF THE ENVIRONMENT IN THE CLASSROOM TO IMPROVE THE EDUCATIONAL INCLUSION

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.