Does Cooperative Learning Promote Inclusion? A Systematic Review
¿El aprendizaje cooperativo promueve la inclusión? Revisión sistemática
A aprendizagem cooperativa promove a inclusão? Revisão Sistemática
| 2022 | |
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cooperative learning special needs education inclusion educational innovation aprendizaje cooperativo necesidades educativas especiales inclusión innovación educativa aprendizagem cooperativa necessidades educativas especiais inclusão inovação educacional |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2803
https://hdl.handle.net/10895/4004 |
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| Acceso abierto |
| Sumario: | Cooperative learning is a teaching methodology with great acceptance today. The main objective of this systematic review is to provide data on the published scientific evidence on how cooperative learning facilitates the inclusion of students with educational needs. A systematic search is proposed following the PRISMA method. The volume and type of publications, the thematic areas of study, the methodology and the type of sample used are exposed. It is concluded that given the shortage of publications that address the inclusion of students with educational needs, which includes these groups in the samples, it is necessary to develop lines of research that demonstrate that this methodology stimulates inclusion in attention to diversity in the classroom, as evidence of application and not only as a premise of theoretical departure. |
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