Inclusive education via empathy propagation in schools of students with special education needs

This study presents a theoretical model for identifying emergent scenarios of inclusiveness related to student with special education needs (SEN). Based on variations of the Shelling model of segregation, we explored the propagation of thinking about others as equals (empathy) in students with and without $SEN$ in school environments. We use the complex systems approach for modeling possible scenarios of inclusiveness in which patterns of empathy between students emerge instead of the well-known behavior of segregation. Based on simple transitional rules, which are evaluated by a set of null models, we show the emergence of empathy between students in school environments. Findings suggest that small variations in the incentive of students for being considered as $SEN$ generate the presence of inclusive patterns. In other situations, patterns of segregation are commonly presented.