¿El aprendizaje cooperativo promueve la inclusión? Revisión sistemática

Patricia Solís García; María Gloria Gallego-Jiménez; Sara Real Castelao

doi:10.22235/pe.v15i2.2803

Autores/as

Patricia Solís García Universidad Internacional de la Rioja, España. https://orcid.org/0000-0002-2962-5819
María Gloria Gallego-Jiménez Universidad Internacional de la Rioja, España. https://orcid.org/0000-0003-4498-8869
Sara Real Castelao Universidad Nacional de Educación a Distancia. Centro Ponferrada, España. https://orcid.org/0000-0003-0167-865X

DOI:

https://doi.org/10.22235/pe.v15i2.2803

Palabras clave:

aprendizaje cooperativo, necesidades educativas especiales, inclusión, innovación educativa

Resumen

El aprendizaje cooperativo es una metodología docente con gran aceptación actualmente. Esta revisión sistemática tiene como principal objetivo aportar datos sobre la evidencia científica publicada relativa a cómo el aprendizaje cooperativo facilita la inclusión de estudiantes que presentan necesidades educativas. Se plantea una búsqueda sistemática siguiendo el método PRISMA. Se exponen el volumen y tipo de publicaciones, las áreas temáticas de estudio, la metodología y el tipo de muestra utilizada. Se concluye que ante la escasez de publicaciones que abordan la inclusión de estudiantes con necesidades educativas y que incluyan en las muestras a estos colectivos, es necesario desarrollar líneas de investigación que demuestren que esta metodología favorece la inclusión en atención a la diversidad en el aula, como evidencia de aplicación y no solo como premisa de partida teórica.

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Citas

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