Enhance the Interaction of Students with Learning Difficulties by Implementing a Social Coexistence Programme in Greek Primary Schools

Abstract

Increasing social and emotional development of primary school students with learning difficulties promotes equal participation in educational processes at all levels of their education. Social coexistence programmes at all school levels empower all students both emotionally and socially by promoting solidarity and creatively enhancing the learning environment. The aim of this research was for the students with learning difficulties and the teachers to evaluate a social coexistence programme implemented in a Greek Primary School. The program involved 22 students in a 4th-grade class, 4 of whom had been diagnosed with learning difficulties, and 4 members who are scientific and teaching staff of the school. In order to evaluate the actions of the programme, the multimethodological approach was applied by using a sociometric tool and a logbook, and by conducting semi–structured interviews. The research results showed that the social interaction of students with learning disabilities with their peers increased significantly after the completion of our intervention. The development of a collaborative culture in school was cited as a decisive factor for the effective implementation of social coexistence programmes by the participating adults. The results are discussed in the context of implementing similar interventions in more classes by having more students and members of the teaching staff participating as well.