Does Cooperative Learning Promote Inclusion? A Systematic Review
DOI:
https://doi.org/10.22235/pe.v15i2.2803Keywords:
cooperative learning, special needs education, inclusion, educational innovationAbstract
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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