Effectiveness of Collaborative Learning on Loneliness Among Children With Disability in Inclusive and Special Schools of Faridabad

Abstract

The Collaborative Classroom is an intentionally designed environment in which academic learning is blended with cooperation and social development activities. Collaboration extends beyond traditional cooperation and compliance in Collaborative Classrooms, where students work together to solve problems. The purpose of this article was to investigate the impact of collaborative learning on loneliness among children with disabilities who attend both inclusive and special education settings. The research team used a control group design that included a pre-test and a post-test. The sample consisted of 120 children with disabilities ranging in age from 8 to 11 years’ old who attended schools in Faridabad. A loneliness assessment measure was employed in this study. The 2x2 ANCOVA and the t-test were utilised to analyse the data in this study. Loneliness was found to be reduced more effectively in inclusive settings than in segregated ones following the implementation of a collaborative learning intervention. In inclusive schools, collaborative learning has proven to be more fruitful in terms of all of the dependent variables.