Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

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Belland, B., Glazewski, K. & Ertmer, P. (2009)

Mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. This study used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role—group manager, task guidance provider, and task performer—and helped each other overcome individual difficulties.

Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. The authors suggest types of scaffolds that could support mainstreamed students during PBL units.

Some of the more intriguing conclusions are quoted here:

"Results of this study suggest that members of mainstreamed groups may be able to support each other to solve an open-ended PBL problem successfully. Though the participants’ experiences may not seem entirely positive, the group arrived at a viable solution, which was not the case for all groups. Sean also perceived benefits from the unit, such as helping him feel more comfortable talking in front of others. Michelle and Jill noted being more engaged during the unit than during teacher-led instructional units, in which they usually felt bored."

"The findings (a) confirm the potential of PBL in mainstreamed classrooms, (b) provide an example of effective interaction among members of mainstreamed PBL groups, (c) suggest types of support needed to support members of mainstreamed groups, and (d) indicate potential benefits of PBL to mainstreamed students."

"One of two mainstreamed groups in his class, was able to come up with and present a viable solution to the presented problem. In doing so, its members performed substantially better than most other groups completing the unit, most of which were composed of average students. We asserted in the results that each group member filled a specific role during the unit. In doing so, group members offered support and clarification throughout the process. This suggests that mainstreamed groups may have the potential to be successful in PBL."

Link to article on journal web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/Vol32No9/tabid/1948/Default.aspx