Cooperative learning in the context of inclusive education

Abstract

The paper focuses on the application of collaborative learning in the context of inclusive education. The first part of the paper highlights the theoretical foundations of collaborative learning, a concept that emerged from the constructivist paradigm and interactive teaching. The authors emphasize the importance of social interactions and cooperation for children with developmental difficulties, as well as their adequate placement in the full-time teaching process. An overview of the research findings on the effects of implementing collaborative learning in the context of inclusive education is also provided. The effects of the implementation of this teaching strategy are discussed from the perspective of teachers and the role they play in fostering collaboration among students. The research findings on the application of collaborative learning confirm its positive effects on an overall achievement and social development of both children with developmental difficulties and their peers. The application of collaborative learning in inclusive teaching is a great resource for discovering the preserved potentials of children with developmental difficulties and their development as a whole. The problems that teachers face while implementing collaborative learning in inclusive education are discussed as well. These problems relate to the need for a continued commitment of teachers to adequately plan, monitor and evaluate the effects of applying this approach on students and their relationships. The key pedagogical implications for the implementation of collaborative learning are given in relation to teachers' work, school organization and the education system as a whole.

U fokusu ovog rada je primena saradničkog učenja u kontekstu inkluzivnog obrazovanja. U prvom delu rada istaknuta su teorijska polazišta saradničkog učenja, koje je kao ideja proizašlo iz konstruktivističke paradigme i interaktivne nastave. Ukazano je na značaj socijalnih interakcija i saradnje za decu sa teškoćama u razvoju i njihovo adekvatno pozicioniranje u redovnoj nastavi. Dat je prikaz istraživačkih nalaza o efektima primene saradničkog učenja u kontekstu inkluzivnog obrazovanja. Efekti primene ove nastavne strategije razmatrani su iz perspektive nastavnika i uloga koje on ima u podsticanju saradnje među učenicima. Istraživački nalazi o primeni saradničkog učenja potvrđuju pozitivne efekte na postignuće i socijalni razvoj i dece sa teškoćama u razvoju i njihovih vršnjaka. Primena saradničkog učenja u inkluzivnoj nastavi predstavlja veliki resurs za otkrivanje očuvanih potencijala dece sa teškoćama u razvoju i njihov razvoj u celini. Ukazano je na probleme sa kojima se nastavnici suočavaju tokom primene saradničkog učenja u okviru inkluzivnog obrazovanja. Pomenuti problemi odnose se na potrebu za kontinuiranom posvećenošću nastavnika da adekvatno planira, prati i vrednuje efekte primene ovog pristupa na učenike i njihove međusobne odnose. Date su ključne pedagoške implikacije za primenu saradničkog učenja koje se odnose na rad nastavnika, organizaciju škole i obrazovnog sistema u celini.