Abstract
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.
Highlights
The extension and universalization of an inclusive approach is a goal and a challenge for educational systems around the globe, as reflected in the United Nations’ Sustainable Development Goals
Interactive learning environments allow students to share learning space and time, and interactions and dialogue around shared learning activities, which create opportunities to learn about diversity and its value based on the personal experiences of those individuals with whom the activity is shared
The study presented here is the first to analyze the potential impacts of Interactive groups (IGs) and dialogic literary gatherings (DLGs) on students without special educational needs (SEN) when they share these interactive learning environments with students with SEN
Summary
The extension and universalization of an inclusive approach is a goal and a challenge for educational systems around the globe, as reflected in the United Nations’ Sustainable Development Goals. Students Without SEN in Interactive Inclusive Education (Kurth et al, 2018) In this regard, inclusive education is generally acknowledged as the venue to enhance both the learning and social development of students with disabilities and other SEN, and the way to fulfill their right to shared quality education in mainstream settings (United Nations, 2007). The recent review of research by Kefallinou et al (2020) concluded that there is plenty of research that justifies inclusion both from the educational and the social angles, due to the proven positive effects of educational inclusion on the academic outcomes of students with disabilities, and its positive impact on the subsequent social inclusion of people with disabilities in terms of further academic opportunities and qualifications, access to employment and developing personal relationships within the community
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