Social Skills and Cooperative Learning in the Inclusion of Students with Specific Educational Needs

ABSTRACT

This study analyzes how students with special educational needs can improve their social skills through better learning when working with the cooperative learning methodology in the classroom. The research was carried out as part of the Online Cooperative Learning Expert training program at the University of Alcalá, in Spain. The methodology used was qualitative based on a case study design developed over 6 years (2011 to 2017). The participants were 176 teachers from Spanish educational centers who met the requirements. The actions carried out involved a total of 3,964 students, of which 406 had some type of specific need. The results reflect the influence on the social skills of the students with needs when working with the cooperative learning methodology. It is concluded that for the improvement of the social skills of students with needs, it is necessary for the teacher to make use of actions that promote the social skills of these students through cooperative learning and diversified proposals, planned and adjusted to their specific needs, giving them the opportunity to work together with their peers.

KEYWORDS
Cooperative learning; Inclusive education; Teacher training; Social skills; Student with special needs