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In order to further explore the link between social inclusion/exclusion and perceived diversity, the present paper reports on the validation process of AATOS, a quali-quantitative instrument adopting a non-categorical approach in the study of adolescents’ attitudes towards their perceived “different” peers. Its psychometric properties were tested with a sample of 490 secondary school students. The reliability and construct validity of the attitude scale were assessed using factor analysis and testing several validation hypotheses. Moreover, two rounds of intercoder agreement were conducted to establish the consistency of the coding categories developed for the qualitative analysis. All in all, the findings of the current study suggest that the AATOS can be considered a robust instrument. [ABSTRACT FROM AUTHOR]

The present paper aims at presenting a museum educational experience carried out at the National Gallery of Modern and Contemporary Art of Rome within the INTERACT project. The project aims to promote the creation of new systems of social inclusion and the development of active citizenship through museums within different categories of museum users, in particular secondary school students with disabilities. A group of 17 pupils from the Domizia Lucilla Secondary School in Rome took part in a two-day museum workshop in which, through the Object-based Learning and Digital Storytelling learning methodologies, social inclusion, well-being and the 4C skills (Creativity, Communication, Collaboration and Critical thinking) were promoted in participants. [ABSTRACT FROM AUTHOR]