Simona Gatto


This article examines the positive role that the companions can have
for the students with disabilities. If the class creates an accepting,
empathetic, serene, collaborative climate between teachers and pupils and
between able bodied pupils and the disabled companion, the inclusive
process takes a great advantage. It says that the positive, accepting,
cooperative climate should not be taken for granted as a result of good
feelings, but it is the fruit of the organizational planning-school curriculum.
Finally it gives an account of how the positive, climate the cooperative
activities, the guardians cares are decisive both for the disabled child and
for the able-bodied companions. The assertive and prosocial attitude is
essential to this purpose.

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