Uloga prosocijalnosti, empatije i sociometrijskog statusa učenika tipičnog razvoja u socijalizaciji učenika s teškoćama
Role of prosociality, emphaty and sociometric status of typical pupils in socialisation of pupils with disabilities

Summary/Abstract: In this research the specificity of educational integration is connected with question of the role of prosociality, empathy, and sociometric status of typical pupils in mutual acceptance and rejection of pupils with and without disabilities in integration classes. The aim was to examine (1) socialization success of pupils with disabilities in integration classes, and (2) the meaning of prosociality, empathy (empathic concern and empathy) and sociometric status of typical pupils in the acceptance and rejection of pupils with and without disability. The study was conducted in fourteen fourth-grade integration classes in primary schools in Pula and its surroundings, which included pupils with (N = 19) and without disabilities (N = 189), mean age M=10.71 (sd=0.48). The results obtained indicate a low level of socialization of pupils with disabilities in integration classes, namely eleven of nineteen of them represent ‘stars of refuse’. In typical pupils due to the refusal of pupils with disabilities it was obtained a significant difference in emphatic concern in interaction with their prosociality. Thus, rejecting by typical pupils of high prosociality may be explained by their lower levels of empathic concern. These results indicate the importance of empathic concern as intrinsic motive of prosocial behavior of typical pupils in the development of close relationships with pupils with difficulties in integration classes. Unlike those who refuse, typically developing pupils who accept pupils with disabilities are characterized by low sociometric status, namely they themselves are poor integrated in these classes. For pupils with disabilities in their acceptance and rejection of particular importance is the sociometric status of typical pupils. They accept pupils characterized by higher, while reject ones by lover sociometric status. Another important observation for pupils with disabilities is that they accept typical pupils with lower level of empathy and empathic concern. These results indicate that prosociality, empathic concern and sociometric status of typically developing pupils are important variables in building relationships of pupils with and without disabilities in integration classes.

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