Cooperative Learning Strategies for Learners with Disabilities in Virtual Inclusive Education: A Phenomenological Study

AUTHOR(S)

JOCELYN TACLA- ANDREWS, LPT, MAED, PhD CAND

ABSTRACT

— This study describes the cooperative learning strategies for learners with disabilities in inclusive virtual education. Specifically, it tried to identify the quality of collaborative learning strategies in virtual classrooms using the following criteria: positive Interdependence, individual accountability, small group and interpersonal skills, and group self-evaluation. It also described the participants’ interventions to their challenges, learners’ motivation, and engagement. The phenomenological qualitative approach aimed to collect the necessary data from the ten Special Education teachers through an in-depth interview. Five (5) Filipino participants and an equal number of five (5) American participants were among the study’s participants. The data were collected and presented through descriptive analysis. From the collection of data, the following themes were generated: (1) Collaborative Activities Facilitated by Educators, (2) Invigorate Positive Interdependence, (3) Foster Undeniable Commitment, (4) Social Skills for Collaborative Learning (5) Self-Group Assessment as Product Learning Demonstration, (6) Intervention on the Predicament in Virtual Inclusive Education (7) “Learners’ Affective, Behavioral, and Cognitive Engagement” and (8) Extrinsically and Intrinsically Catalyst of Learning. These characteristics of participants’ perspectives characterized certain perceptions and lived experiences during inclusive virtual classes. Respondents used differentiated instructions in cooperative learning to improve learners’ social skills, communication skills, and group accountability. They faced difficulties with digital literacy, poor internet connections, and behavioral issues. Keywords — Cooperative Learning Strategies, Inclusion, Virtual class, Children with Special Needs