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Peer mediated learning in inclusive education: A systematic literature review on the methods and their effects on children
Jönköping University, School of Education and Communication.
2016 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

During the past few years, mainstream education has become more and more inclusive all over the world. This fact calls for effective teaching methods, supporting the participation and learning of all the students in a class. Such methods are the ones that occupy peer-mediated learning and methods related to them. This study aims to investigate strategies of interventions involving peer-mediated learning between children in need of special educational support and typically developing children 3-12 years of age and their effects on them. In order to achieve that, a systematic literature review was conducted, for which five databases were researched. Eight articles came up, each describing a different strategy occupying peer-mediated learning or a strategy related to it, which had multiple benefits for the participating children on engagement, social and cognitive level. Further research is needed, though, to address the gaps in literature.

Place, publisher, year, edition, pages
2016. , 24 p.
Keyword [en]
peer mediated learning, peer tutoring, special needs, inclusion, interventions, strategies, primary school, preschool
National Category
Didactics Learning Pedagogical Work Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-30347ISRN: JU-HLK-SBU-2-20160004OAI: oai:DiVA.org:hj-30347DiVA: diva2:934389
Subject / course
HLK, Child Studies
Supervisors
Examiners
Available from: 2016-06-23 Created: 2016-06-08 Last updated: 2016-06-23Bibliographically approved

Open Access in DiVA