COOPERATIVE LEARNING IN INCLUSIVE BILINGUAL CONTEXTS: STRATEGIES FOR STUDENTS WITH PHYSICAL DISABILITIES.

Abstract

THIS FINAL DEGREE PROJECT EXPLORES THE USE OF COOPERATIVE LEARNING IN INCLUSIVE BILINGUAL CLASSROOMS, FOCUSING ON STRATEGIES THAT SUPPORT THE PARTICIPATION OF STUDENTS WITH PHYSICAL DISABILITIES. THE STUDY FOCUSES ON PROMOTING THEIR PARTICIPATION, AIMING TO EXPLORE HOW COOPERATIVE METHODOLOGIES CAN SUPPORT BOTH LANGUAGE LEARNING AND CONTENT ACQUISITION IN ACCESSIBLE AND EQUITABLE WAYS. THE AIM IS TO ANALYZE HOW THIS METHODOLOGY CAN PROMOTE MORE ACCESSIBLE TEACHING WITHIN BILINGUAL EDUCATION SETTINGS. BASED ON A THEORETICAL REVIEW AND THE OBSERVATION OF PRACTICAL EXPERIENCES, THE STUDY EXAMINES THE BENEFITS OF COOPERATIVE WORK FOR DEVELOPING COMMUNICATIVE COMPETENCE, AUTONOMY, AND SOCIAL INTEGRATION AMONG STUDENTS. IT ALSO IDENTIFIES THE MAIN CHALLENGES THAT MAY ARISE DURING IMPLEMENTATION AND PROPOSES MEASURES GROUNDED IN THE UNIVERSAL DESIGN FOR LEARNING (UDL), AS WELL AS ADAPTATIONS OF ROLES, MATERIALS, AND CLASSROOM SPACES. THE RESULTS SHOW THAT WHEN PLANNED WITH DIVERSITY IN MIND, COOPERATIVE LEARNING ENHANCES INCLUSION, COLLABORATION, AND ACADEMIC PROGRESS FOR ALL LEARNERS.