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Inclusive education (IE) is recommended for children with physical, mental, and developmental disorders. Previous research on IE has mainly focused on its benefits for these children with special education needs. The current study aims to examine whether IE for children with special education needs can improve the development of prosociality in typically developing (TD) children. In this study, we will track and compare the development of prosocial behaviors, empathy, and theory of mind (ToM) of TD children in and out of IE settings. The assessments will be conducted at the beginning of the first, second, and third semesters of their preschool years. Our findings will provide insights into the current practice of IE: If TD children will benefit from IE in their development of prosociality and social cognition such as ToM and empathy, then IE is a win-win pedagogy that should be fully encouraged to meet its huge demand.

Inclusive education (IE) is defined as “child-centered pedagogy that is capable of successfully educating all children, including those who have serious disadvantages and disabilities” (UNESCO, 1994). Previous research has mainly focused on examining the outcomes of the IE in children with ASD (e.g., Roberts & Webster, 2020; Costa Chahini, & Viana, 2021), whereas the potential benefit of this pedagogy for typical developing (TD) children remains neglected. The current study is trying to examine whether IE can improve the development of prosocial behaviors in TD children. Taking helping and sharing behaviors as two indicators, we plan to compare the difference of sociality between 2 groups of TD new students within/beyond the IE settings. Assessments of empathy and Theory of Mind (ToM) will also be conducted in these children at the beginning of their 1st semester (Pre-test), 6 months later (Middle-test), and at the end of their 1st school year (Post-test). The findings will provide insights into the current practice of IE in TD children and hopefully encourage the provision of IE which is in continuing need.