Turning social inclusion into exclusion during collaborative learning between students with and without SEN

Niemi, Kreeta; Vehkakoski, Tanja

doi:10.1080/13603116.2023.2190750

Cited by 3 publications

(3 citation statements)

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“…Finally, Thurston et al (2020) note that there may be causality between some aspects of the student relationship and the benefits of peer tutoring, but the processes leading to such causal relationships are still under-researched. Niemi and Vehkakoski (2023) study what happens when social inclusion turns into exclusion during collaborative learning between students with and without special education needs. Their study, which underlines the importance of instructing all students to create a supportive learning environment, asserts that teachers "have a responsibility to regularly observe peer learning processes, reactively intervene when needed and proactively teach teamwork and perspectivetaking skills to students" (Niemi & Vehkakoski, 2023, p. 16).…”

Section: Discussionmentioning

confidence: 99%

Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring

Schmidt,

Thygesen

2024

EJIE

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CONTEXT. This article investigates how an intervention called SYKL (SYstematiseret Klassekammerathjælp), which used systematized reciprocal peer tutoring in mathematics in the fourth grade, affected student participation and socio-academic inclusion. APPROACH. In contrast to most international peer tutoring projects, SYKL simultaneously focuses on social relations and academic inclusion. Teachers recruited to conduct SYKL lessons attended a four-day course to learn how to apply SYKL peer tutoring techniques, which touch upon social, organizational, and subject matter-related perspectives. Following students are specifically taught how to help each other, and engage in academic conversations when working in pairs. SYKL is specific instruction in how students can become better at helping each other and engaging in academic discussions when working in pairs. Students are assigned one of two positions, either as a tutor or a tutee. To fulfill the role of the tutor, the student receives Scaffold Cards and academic Hints for task completion. The Scaffold Cards remind students to, for example, listen, acknowledge tentative answers, and identify connections. Hints are specific ideas for task completion developed by professionals with the assignment in mind. Based on 15 video-recorded, peer-to-peer conversations, the analysis explores what characterizes the various participation strategies of students who play the role of tutor. FINDINGS. The analysis identified four typical strategies: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ The study highlights that these strategies are all potentially conducive to inclusion. The current research supports earlier studies indicating that peer relationships significantly contribute to learning and active participation in mathematics classes. KEY MESSAGE. Teachers can work simultaneously with the social and academic skills of students. The SYKL approach promotes synchronous development of their social and academic skills. Points of Interest New Danish teaching program in math and science is designed to support student well-being and collaboration in fourth grade. Students help each other through peer tutoring. Four tutoring strategies typically occur: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ Teacher awareness of these strategies allows them to spot inclusion and exclusion processes to better assist students in helping each other.

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Section: Discussionmentioning

confidence: 99%

Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring

Schmidt,

Thygesen

2024

EJIE

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“…Para tal fin, debe establecer un diálogo continuo con toda la comunidad educativa sobre la inclusión, así como desarrollar políticas que apoyen las prácticas inclusivas y los resultados de aprendizaje. Un liderazgo inclusivo supone la promoción de una responsabilidad compartida entre los docentes y los miembros de la comunidad escolar, en la configuración de comunidades de aprendizaje (Niemi y Vehkakoski, 2023). Para Ferdman (2021), la capacidad de fomentar y mantener un entorno de aprendizaje inclusivo en los centros educativos se convierte en un pilar fundamental para un liderazgo inclusivo en el siglo XXI.…”

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“…De hecho, cuando el alumnado comparte sus opiniones y objetivos, hace que el grupo pueda trabajar de manera unida, promoviendo las relaciones entre los estudiantes. De esta forma, se generan comunidades de aprendizaje e interdependencia positiva(Niemi y Vehkakoski, 2023).Hernández y Martín (2017) encontraron estos mismos hallazgos.…”

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Implementación de la educación inclusiva en el centro educativo Padre Lamarche de la República Dominicana: un estudio de caso

Arnaiz Sánchez,

Farías,

Alcaraz

2023

IJNE

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El desarrollo de la educación inclusiva en los centros educativos es en la actualidad una de las mayores necesidades de los sistemas educativos si pretenden que cada alumno reciba una educación acorde a su manera de ser y estar en el mundo. En el presente trabajo se examina cómo se está abordando la educación inclusiva en un centro de educación primaria, teniendo en cuenta las opiniones y las experiencias de diferentes actores involucrados en el proceso educativo. El objetivo general consiste en analizar la respuesta educativa del centro Padre Lamarche desde la perspectiva de los maestros y del equipo directivo. Se utilizó un diseño de investigación no experimental, descriptivo, tipo encuesta. La muestra se compone de un total de 45 participantes (37 docentes y 8 miembros del equipo directivo). Para la recogida de la información se utilizaron dos cuestionarios dirigidos a cada grupo de los actores del proceso educativo mencionados. Se llevó a cabo un análisis de estadísticos descriptivos. Los resultados muestran que no todos los actores conocen la finalidad y la aplicación de la educación inclusiva, que el equipo directivo trabaja en pro de la inclusión y que el trabajo colaborativo y la indagación dialógica son estrategias que contribuyen a la implementación de la educación inclusiva. Estos hallazgos resaltan la necesidad de mejorar los esfuerzos en la promoción y la aplicación de la educación inclusiva en el país, proporcionando recomendaciones específicas para abordar estas limitaciones.

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Digital Methods to Promote Inclusive and Effective Learning in Schools: A Mixed Methods Research Study

Stalmach,

D’Elia,

Di Sano

et al. 2024

Open Education Studies

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This study investigates 14 digitally enhanced learning methods, shedding light on students with special educational needs (SEN) in inclusive digital learning environments. We seek to fill the gap in the literature by specifically investigating methods suitable for students with SEN. A survey among experts has been carried out to assess learning methods that are effectively applicable in inclusive digital learning environments. A mixed method: quantitative and qualitative data analysis with the use of a constant comparative method has been applied to synthesise and compare experts’ answers. Quantitative data analysis showed that cooperative learning, digital problem/project-based learning, and virtual exchange are the most suitable methods for all students, whereas digital problem/project-based learning, cooperative learning, and service-learning were agreed upon as the most appropriate for students with SEN. Answers to open questions, evaluated using a qualitative approach, showed that the effectiveness of digital approaches is heavily reliant on the skills, experience, willingness, confidence, and knowledge of teachers implementing them. Employing cooperative learning and digital problem/project-based learning, particularly by experienced and highly skilled teachers, has the potential to effectively support all students, including those with SEN, in digital learning environments.

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Turning social inclusion into exclusion during collaborative learning between students with and without SEN

Cited by 3 publications

References 43 publications

Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring

Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring

Implementación de la educación inclusiva en el centro educativo Padre Lamarche de la República Dominicana: un estudio de caso

Digital Methods to Promote Inclusive and Effective Learning in Schools: A Mixed Methods Research Study

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