Book

Description

From special education institutions to inclusive classrooms, how can we support students with Intellectual Disabilities (ID), deafness, or Autism Spectrum Disorder (ASD) not only to learn, but to connect, collaborate, and grow socially? This book explores the transformative potential of collaborative learning in special education, rooted in the student-centered, experiential principles of Célestin Freinet’s pedagogy. An action research approach examines how structured group strategies can foster essential social skills such as communication, empathy, self-regulation, and conflict resolution in second-year secondary students at a Special Education Institution (SEI). Drawing on theoretical foundations from Vygotsky, Piaget, and Freinet, this study combines customized lesson plans, qualitative observations, and quantitative assessments, including a tailored version of the Basic Social Skills Assessment Scale (BSSAS) and a student perception survey, to measure meaningful changes in behavior and interaction. The findings reveal that thoughtfully designed collaborative activities promote equitable participation, empower students with diverse needs, and reshape classroom dynamics. Games, peer discussions, and cooperative tasks become powerful tools not just for learning but also for building community. Offering both a theoretical framework and practical insights, this book is essential reading for educators, researchers, and practitioners committed to fostering inclusion and social development in special education settings.