Autor según el artículo: Silvia Molina Roldán; Jesús Marauri; Adriana Aubert; Ramón Flecha

Departamento: Pedagogia

e-ISSN: 1664-1078

Autor/es de la URV: Molina Roldan, Silvia

Palabras clave: Students without special needs Special educational-needs Learning environments Learning Interactive groups Interaction Inclusive education Dialogic literary gatherings Attitudes Achievement

Resumen: 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.

Áreas temáticas: Saúde coletiva Psychology, multidisciplinary Psychology (miscellaneous) Psychology (all) Psychology Psicología Nutrição Medicina ii Medicina i Linguística e literatura Interdisciplinar General psychology Filosofía Ensino Engenharias iv Enfermagem Educação física Educação Economia Ciencias sociales Ciências biológicas iii Ciências biológicas ii Ciências biológicas i Ciências ambientais Ciências agrárias i Ciência da computação Biotecnología Biodiversidade Astronomia / física Artes Administração pública e de empresas, ciências contábeis e turismo

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

Direcció de correo del autor: silvia.molina@urv.cat

Identificador del autor: 0000-0002-9736-0381

Fecha de alta del registro: 2023-02-19

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.661427/full

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Frontiers In Psychology. 12 (661427): 661427-

Referencia de l'ítem segons les normes APA: Silvia Molina Roldán; Jesús Marauri; Adriana Aubert; Ramón Flecha (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers In Psychology, 12(661427), 661427-. DOI: 10.3389/fpsyg.2021.661427

DOI del artículo: 10.3389/fpsyg.2021.661427

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2021

Tipo de publicación: Journal Publications