Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Molina Roldán, Silvia, Marauri, Jesús, Aubert, Adriana, Flecha, Ramon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
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
_version_ 1783691448274649088
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
work_keys_str_mv AT molinaroldansilvia howinclusiveinteractivelearningenvironmentsbenefitstudentswithoutspecialneeds
AT maraurijesus howinclusiveinteractivelearningenvironmentsbenefitstudentswithoutspecialneeds
AT aubertadriana howinclusiveinteractivelearningenvironmentsbenefitstudentswithoutspecialneeds
AT flecharamon howinclusiveinteractivelearningenvironmentsbenefitstudentswithoutspecialneeds