Chapter 1: Engaging Prosocial Behaviours for an Inclusive Classroom and Society

In the quest to write about prosocial behaviours in inclusive classrooms and society, numerous aspects have to be taken into consideration, including what constitutes a society; how society should be engaged to make classrooms inclusive; what constitutes inclusive classrooms; prosocial behaviours that society as a whole should exhibit as part of inclusivity; the advantages of involving/engaging society as far as inclusive classrooms are concerned and the disadvantages of disengaging society from inclusive classrooms. Cognisance must be taken that creating an inclusive classroom involves more than just acknowledging diversity – it requires active and ongoing engagement. Inclusive education will not occur unless serious and intentional social interaction exists between various societal stakeholders. Therefore, members of a society must engage in ongoing interactions, either through communication or collaboration. Inclusive education has many advantages and disadvantages, mainly depending on the school environment and society’s engagement. Members of the community, as well as educators, need to understand and use the strategies at their disposal, which will ensure the success of all students. All stakeholders must engage from time to time in the topic of inclusive education so that solid social relationships will be forged and sustained; community building will take place; access to inclusive education will be provided; the unconditional acceptance of students; the creation of goals based on individual ability and students’ unique needs identified and met. Motivation through peer connections should be encouraged, with parental involvement and an atmosphere of respect and belonging should be promoted.