Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

Abstract

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

PKM Sosialisasi Permainan Tradisional Untuk Anak Berkebutuhan Khusus

“…Anak Berkebutuhan Khusus (ABK) masih dianggap sebagai anak yang tidak berdaya dalam kekurangan tersebut. Menurut (Becker et al, 2004;Di Lieto et al, 2020;Duque et al, 2020;"Jorun Buli-Holmberg," 2016;Elford, 2015;Fajri, 2020;Hande et al, 2020;Hornby, 2015;Jariono et al, & Sabokrooh, 2020;Navarro-Mateu et al, 2021;Nurhidayat, Nurhidayat, Jariono et al, 2021;Palusci et al, 2017;Reindal, 2008;Ringeisen et al, 2008;Science & Centers, 2015;Sholikhati et al, 2021) setiap anak memiliki keterbatasan sesuai dengan kasusnya yang melihat dari segi kemampuan dan tidak kemampuannya. Dengan demikian ABK dapat mengembangkan potensi dengan optimal Mengacu pada hal tersebut bahwa strategi guru dalam mendidik dan membimbing anak berkebutuhan khusus memiliki kesempatan yang sama, tidak ada perbedaan dengan anak normal.…”

¿Cómo fomentar de la motivación e inclunovación en el Alumnado con Necesidades Educativas Especiales? Una revisión sistemática

“…En suma, se han de poner en marcha nuevos cambios que conlleven a una reflexión conjunta sobre las demandas del alumnado para promover interacciones de aprendizaje dentro de grupos heterogéneos de estudiantes (Navarro-Mateu et al, 2021). Para su alcance, se considera necesario la formación permanente del profesorado (Larraceleta et al, 2022), junto con la colaboración e implicación de las familias (Burke et al, 2020).…”