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.

翻译：本研究提出了一种理论模型，用于识别与特殊教育需求（SEN）学生相关的包容性涌现场景。基于谢林隔离模型的变体，我们探究了学校环境中SEN学生与非SEN学生对他人平等看待的思维（共情）传播过程。采用复杂系统方法，我们模拟了可能出现的包容性场景，其中学生间涌现出共情模式，而非常见的隔离行为。通过一组零模型评估的简单转移规则，我们展示了学校环境中学生间共情的涌现现象。研究结果表明，学生对被视为SEN的激励因素微小变化即可引发包容性模式的出现。在其他情境下，隔离模式则更为普遍。