LITERATURE REVIEW: TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES USING THE COOPERATIVE LEARNING METHOD IN INCLUSIVE ELEMENTARY SCHOOLS

Abstract

Learning for children with intellectual disabilities using the cooperative learning method in inclusive elementary schools. The main questions in this study are: (1) What are the problems faced by students with intellectual disabilities in interacting social interactions with their environment?; (2)What is the role of the cooperative learning model for students with intellectual disabilities? This study aims to examine the role of the cooperative learning model in improving the social and academic abilities of children with intellectual disabilities in inclusive elementary schools. The method used in this research is a Systematic Literature Review (SLR) by analyzing several joulnals and articles relevant to the research questions and topics. The result show that students with intellectual disabilities face obstacles in social interaction due to intellectual limitations, lack of environmental support, and low motivation and attention from parents. The cooperative learning model has proven effective for students with intellectual disabilities because it promotes collaboration among students, increases learning engagement, and enhances social and emotional skills. Through heterogeneous group work, students with intellectual disabilities can learn to interact, help one anoter, and build self-confidence. Therefore, implementing the cooperative learning model in inclusive elementary schools plays an important role in supporting a learning environment that is inclusive, adaptive, and respectful of individual differences in students’ abilities.