How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that i...

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Autores: Molina Roldán, Silvia, Marauri, Jesús, Aubert, Adriana, Flecha, Ramón
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/186282
Acceso en línea:https://hdl.handle.net/2445/186282
Access Level:acceso abierto
Palabra clave:Educació inclusiva
Interacció educativa
Inclusive education
Interaction analysis in education
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spelling How Inclusive Interactive Learning Environments Benefit Students Without Special NeedsMolina Roldán, SilviaMarauri, JesúsAubert, AdrianaFlecha, RamónEducació inclusivaInteracció educativaInclusive educationInteraction analysis in educationGrowing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.Frontiers Media2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/186282Articles publicats en revistes (Sociologia)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3389/fpsyg.2021.661427Frontiers in Psychology, 2021, vol. 12, p. 661427https://doi.org/10.3389/fpsyg.2021.661427cc-by (c) Molina Roldán, Silvia et al., 2021https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1862822026-05-27T06:46:51Z
dc.title.none.fl_str_mv How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
title How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
spellingShingle How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
Molina Roldán, Silvia
Educació inclusiva
Interacció educativa
Inclusive education
Interaction analysis in education
title_short How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
title_full How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
title_fullStr How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
title_full_unstemmed How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
title_sort How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
dc.creator.none.fl_str_mv Molina Roldán, Silvia
Marauri, Jesús
Aubert, Adriana
Flecha, Ramón
author Molina Roldán, Silvia
author_facet Molina Roldán, Silvia
Marauri, Jesús
Aubert, Adriana
Flecha, Ramón
author_role author
author2 Marauri, Jesús
Aubert, Adriana
Flecha, Ramón
author2_role author
author
author
dc.subject.none.fl_str_mv Educació inclusiva
Interacció educativa
Inclusive education
Interaction analysis in education
topic Educació inclusiva
Interacció educativa
Inclusive education
Interaction analysis in education
description Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/186282
url https://hdl.handle.net/2445/186282
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/fpsyg.2021.661427
Frontiers in Psychology, 2021, vol. 12, p. 661427
https://doi.org/10.3389/fpsyg.2021.661427
dc.rights.none.fl_str_mv cc-by (c) Molina Roldán, Silvia et al., 2021
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Molina Roldán, Silvia et al., 2021
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Articles publicats en revistes (Sociologia)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
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repository.mail.fl_str_mv
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