Explorando el impacto del aprendizaje colaborativo en estudiantes con necesidades educativas especiales en clase de inglés
DOI:
https://doi.org/10.18041/2322-8415/ingelibre.2022.v10n20.9364Palabras clave:
Aprendizaje colaborativo, Discapacidad intelectual, Escuela secundaria, Inglés como Lengua Extranjera, InclusiónResumen
Este artículo informa sobre un proyecto en curso desarrollado dentro de la Facultad de Educación de la Universidad Distrital Francisco José de Caldas. Esta investigación tuvo como objetivo explorar el impacto que tuvo el aprendizaje colaborativo en la promoción de inclusión en un aula con estudiantes de educación especial en una clase de inglés como lengua extranjera (EFL). Los participantes son estudiantes de sexto grado donde algunos estudiantes han sido diagnosticados con discapacidad intelectual leve de una institución pública en Bogotá, Colombia. La información se recopiló a través de indagación una investigación documental. Los hallazgos iniciales revelaron que los estudiantes de sexto grado se sienten más cómodos cuando aprenden a través del modelo de aprendizaje colaborativo, lo que contribuyó a un crecimiento en los comportamientos inclusivos en la clase de inglés como lengua extranjera.
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