Cooperative learning in the Context of Inclusive Education

Миља Б. Вујачић, Институт за педагошка истраживања, Београд, имејл: mvujacic@ipi.ac.rs
Рајка С. Ђевић, Институт за педагошка истраживања, Београд
Ивана Д. Ђерић, Институт за педагошка истраживања, Београд
Иновације у настави, XXXII, 2019/3, стр. 1–12

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doi:10.5937/inovacije1903001V

 

Резиме: У фокусу овог рада је примена сарадничког учења у контексту инклузивног образовања. У првом делу рада истакнута су теоријска полазишта сарадничког учења, које је као идеја произашло из конструктивистичке парадигме и интерактивне наставе. Указано је на значај социјалних интеракција и сарадње за децу са тешкоћама у развоју и њихово адекватно позиционирање у редовној настави. Дат је приказ истраживачких налаза о ефектима примене сарадничког учења у контексту инклузивног образовања. Ефекти примене ове наставне стратегије разматрани су из перспективе наставника и улога које он има у подстицању сарадње међу ученицима. Истраживачки налази о примени сарадничког учења потврђују позитивне ефекте на постигнуће и социјални развој и деце са тешкоћама у развоју и њихових вршњака. Примена сарадничког учења у инклузивној настави представља велики ресурс за откривање очуваних потенцијала деце са тешкоћама у развоју и њихов развој у целини. Указано је на проблеме са којима се наставници суочавају током примене сарадничког учења у оквиру инклузивног образовања. Поменути проблеми односе се на потребу за континуираном посвећеношћу наставника да адекватно планира, прати и вреднује ефекте примене овог приступа на ученике и њихове међусобне односе. Дате су кључне педагошке импликације за примену сарадничког учења које се односе на рад наставника, организацију школе и образовног система у целини.

Кључне речи: сарадничко учење, инклузивно образовање, деца са тешкоћама у развоју, наставници, интерактивна настава.

 

Summary: 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.

Keywords: collaborative learning, inclusive education, children with developmental difficulties, teachers, interactive teaching.

 

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