The Positive Impact of Collaborative Learning for Student with Intellectual Disability in Inclusive School

Muniroh, Nadya; Apriyanti, Mita; Musayaroh, Siti; Yuliana, Syari

doi:10.17977/um005v1i12017p068

Cited by 4 publications

(4 citation statements)

References 12 publications

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Section: Collaborative Storytelling During Childhood and Adolescencementioning

confidence: 99%

“…According to Stavroussi et al (2010), there is a dearth of scientific literature on collaborative learning among students with intellectual disability. Some research has focused on mixed collaborative groups of students with intellectual disability and typical development in inclusive schools (Katz & Mirenda, 2002; Muniroh et al, 2017). Regarding collaborative digital storytelling, a few case studies and research have shown positive outcomes regarding educational skills and personal empowerment in intellectual disability (Manning, 2010; Saridaki & Meimaris, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Alonso‐Campuzano,

Iandolo,

Filosofi

et al. 2023

Research Intellect Disabil

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BackgroundCollaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.AimsThe current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.Materials and MethodsFourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.ResultsThe results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.ConclusionCollaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

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Section: Collaborative Storytelling During Childhood and Adolescencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Alonso‐Campuzano,

Iandolo,

Filosofi

et al. 2023

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…Jo vertingumą įtraukčiai pagrindžia daugelis kitų tyrimų. Ugdytinių bendradarbiavimas stiprina tarpasmeninį pažinimą ir socialinę interakciją (Muniroh et al, 2017), tarpdisciplininis specialistų ir mokytojų bendradarbiavimas remia įtraukiojo ugdymo realizavimo kokybę (Hedegaard-Soerensen, Jensen, & Tofteng, 2018;Väyrynen, & Paksuniemi, 2020).…”

Section: Paveikslas įTraukties Modelių Elementai Reikšmingi įTraukiųjų Nuostatų Ir Praktikos Kokybeiunclassified

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Galkienė

2021

PED

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By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

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“…Inclusive education has several benefits as it increases sensitivity, empathy (by reducing the prevalence of bullying of students with disabilities), social development, and academic achievement. Studies done in Australia, Ireland, Russia, and elsewhere show that it reduces the segregation of students based on disabilities ( Muniroh et al, 2017 ; Anderson and Boyle, 2019 ; Kamenez et al, 2019 ; King and Ryan, 2019 ; Kurilenko et al, 2020 ). Additionally, a study done in the United States observed a positive relationship between the rate of inclusion of students with disabilities and academic achievement of students with and without disabilities ( Hunt, 2000 ).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities

Aldosari

2022

Front. Psychol.

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Teachers’ positive attitudes are an essential element for the successful inclusion of students who have disabilities in schools with their peers who do not have disabilities. The current quantitative study examines middle school teachers’ attitudes toward the inclusion of students with disabilities in regular schools in Saudi Arabia and the factors that affect their attitudes. Middle school teachers (N = 613) from schools in Riyadh responded to a questionnaire regarding their opinions relative to the integration of students with disabilities. The results indicate that middle school teachers have a neutral attitude toward the inclusion of students with disabilities in regular schools. Moreover, teacher-related factors such as gender, position, and experience do not affect teacher attitudes toward inclusion. In contrast, training in inclusion plays a significant role in middle school teachers’ attitudes toward inclusion of students with disabilities. The implications of the results and suggestions for further research are discussed in the study.

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The Positive Impact of Collaborative Learning for Student with Intellectual Disability in Inclusive School

Cited by 4 publications

References 12 publications

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities

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