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A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms.

Nina Klang1, Ingrid Olsson1, Jenny Wilder2

  • 1Department of Education, Uppsala University, Uppsala, Sweden.

Frontiers in Psychology
|January 8, 2021
PubMed
Summary

Cooperative learning (CL) showed a small effect on social acceptance for children with special educational needs (SEN). The intervention

Keywords:
children with special needscooperative learninginclusioninterventionteachers

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Area of Science:

  • Educational Psychology
  • Special Education
  • Inclusion Studies

Background:

  • Social inclusion of children with special educational needs (SEN) presents ongoing challenges.
  • Teacher interventions are crucial for evaluating and promoting social inclusion.
  • Cooperative learning (CL) is a pedagogical approach that may foster social inclusion.

Purpose of the Study:

  • To investigate the effects of a cooperative learning (CL) intervention on the social inclusion of children with SEN.
  • To examine the impact of the degree of CL implementation on social inclusion outcomes.

Main Methods:

  • Randomized controlled study involving 56 teachers and 958 fifth-grade students.
  • Intervention group teachers received training and coaching in CL.
  • CL was implemented 3-4 times weekly for 15 weeks.

Main Results:

  • A significant but small effect of CL was observed on children's social acceptance.
  • No significant effects were found on children's friendships or perceptions of classroom relationships.
  • The extent of CL implementation influenced social acceptance, but inconsistently across measures (friend vs. groupmate).

Conclusions:

  • The study's CL intervention, with its duration and intensity, may not substantially improve social inclusion for children with SEN.
  • Further research should focus on the nuances of teacher implementation fidelity in CL approaches.
  • Targeted strategies may be needed to enhance the impact of CL on friendship development and relationship perceptions.