Abstract
Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. Key words: Collaborative learning; computer-supported education; Inclusive education; Special Educational Needs and/or Disabilities; SEND
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