Interactive Groups as an Inclusive Learning Environment for Students With Disabilities

• In Event: Interactive Groups: Interactive Classroom Learning Environments Improving Learning for All

Abstract

1. Objectives or purposes
This paper presents Interactive Groups as a learning environment that enables the inclusion of students with disabilities in regular classrooms. The impact on both learning opportunities and improved interpersonal relationships within the group is explored.

2. Perspective(s) or theoretical framework
The evidences against the segregation of students with disabilities in the last decades (Dunn, 1968) led to the increasing need to analyze the conditions enabling inclusive innovative practices and inclusive learning environments. Heterogeneity and interaction in learning contexts fosters learning opportunities for students, allowing learning activity move from the inter-psychological to the intra-psychological domain (Vygotsky, 1978). Interactive contexts of diversity also allow for sharing capabilities and distributed intelligence, making everyone more capable to solve learning activities (Pea, 1993; Werstch, 1998). Others’ attitudes constitute a generalized other that students incorporate into their self (Mead, 1967), which affects their self-concept as learners, their expectations, and their integration within the group, which is influenced by the learning environment.

3. Methods, techniques, or modes of inquiry
Six case studies were conducted. These include five case studies of children with disabilities working in interactive groups and one case study developed within the INCLUD-ED project which analyzes a successful school that contains relatively high numbers of students with disabilities, who participate in interactive groups. All six case studies are based on the Communicative Methodology.

4. Data sources, evidence, objects, or materials
Communicative and qualitative data collection techniques were used: communicative observations, communicative focus groups, communicative daily life stories, and in depth interviews with communicative orientation. Information has been collected from a wide range of participants: students, teachers, relatives and community members.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The participation of students with disabilities in interactive groups entails benefits for both these students and the entire class. The main contributions are: a) the structure and dynamics of interactive groups enable students with disabilities receiving help from classmates and community volunteers, while working in the same activities, thus increasing their learning opportunities; b) opportunities are created in which also students with disabilities help their peers; c) students with disabilities increase their motivation and spend most of the time engaged in the group learning activity; d) students’ abilities are more easily acknowledged, which transforms the image that the entire class have of them, as capable members who can contribute to the group learning.

6. Scientific or scholarly significance of the study or work
Interactive groups have demonstrated being an inclusive and supportive learning environment for students with disabilities. It is an alternative to segregation and a response to the need to provide these students the necessary support to learn and be part of a group within a regular classroom. The analysis of IG add to the knowledge available in the field of inclusion the creation of a classroom learning environment that makes possible supporting the education of students with disabilities counting on the human resources already available within the classroom, improving at the same time their experience with their peers.

Authors

• Silvia Molina Roldán, Universitat Rovira i Virgili

• Carme Garcia Yeste, Universitat Rovira i Virgili

• Javier Diez-Palomar, Universitat de Barcelona