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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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8116690/ https://www.ncbi.nlm.nih.gov/pubmed/33995221 http://dx.doi.org/10.3389/fpsyg.2021.661427 |
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author | Molina Roldán, Silvia Marauri, Jesús Aubert, Adriana Flecha, Ramon |
author_facet | Molina Roldán, Silvia Marauri, Jesús Aubert, Adriana Flecha, Ramon |
author_sort | Molina Roldán, Silvia |
collection | PubMed |
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. |
format | Online Article Text |
id | pubmed-8116690 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-81166902021-05-14 How Inclusive Interactive Learning Environments Benefit Students Without Special Needs Molina Roldán, Silvia Marauri, Jesús Aubert, Adriana Flecha, Ramon Front Psychol Psychology 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. Frontiers Media S.A. 2021-04-29 /pmc/articles/PMC8116690/ /pubmed/33995221 http://dx.doi.org/10.3389/fpsyg.2021.661427 Text en Copyright © 2021 Molina Roldán, Marauri, Aubert and Flecha. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Molina Roldán, Silvia Marauri, Jesús Aubert, Adriana Flecha, Ramon How Inclusive Interactive Learning Environments Benefit Students Without Special Needs |
title | 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_short | How Inclusive Interactive Learning Environments Benefit Students Without Special Needs |
title_sort | how inclusive interactive learning environments benefit students without special needs |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8116690/ https://www.ncbi.nlm.nih.gov/pubmed/33995221 http://dx.doi.org/10.3389/fpsyg.2021.661427 |
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