How inclusive interactive learning environments benefit students without special needs

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dc.contributor.authorMolina Roldán, Silvia
dc.contributor.authorMarauri Ceballos, Jesús
dc.contributor.authorAubert Simón, Adriana
dc.contributor.authorFlecha García, José Ramón
dc.date.accessioned2025-08-07T07:47:46Z
dc.date.available2025-08-07T07:47:46Z
dc.date.issued2021-04-29
dc.date.updated2025-08-07T07:47:46Z
dc.description.abstractGrowing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.en
dc.description.sponsorshipThis study was funded by INTER-ACT: Interactive learning environments for the inclusion of students with and without disabilities: improving learning, development and relationships, The Spanish National Program for Research Aimed at the Challenges of Society, Ministry of Economy, Industry and Competitiveness. Reference Number: EDU2017-88666-Ren
dc.identifier.citationMolina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.661427
dc.identifier.doi10.3389/FPSYG.2021.661427
dc.identifier.eissn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3327
dc.language.isoeng
dc.publisherFrontiers Media S.A.
dc.rights© 2021 Molina Roldán, Marauri, Aubert and Flecha
dc.subject.otherDialogic literary gatherings
dc.subject.otherInclusive education
dc.subject.otherInteraction
dc.subject.otherInteractive groups
dc.subject.otherLearning
dc.subject.otherLearning environments
dc.subject.otherStudents without special needs
dc.titleHow inclusive interactive learning environments benefit students without special needsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.titleFrontiers in Psychology
oaire.citation.volume12
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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