This article presents the results of a study to determine the strategies used by teachers to include students with special educational needs in regular classrooms, primarily using Cooperative Learning strategies. It aims to identify the factors of inclusive learning in order to enhance the participation and learning of all students in the classroom and in their cooperative teams. A qualitative case study was carried out in the context of the teachers participating in a postgraduate course ‘expert in cooperative learning’ offered by the University of Alcalá (Spain), over a period of six years (2011–2017), involving the participation of 176 professional teachers. All the participants attended an annual university continuous training course on cooperative learning. Document analysis, in-depth interviews and a questionnaire designed ad hoc were used. The conclusions include the importance of cooperative work in facilitating inclusive education, with a variety of different strategies used to respond to all students' needs, and those with special educational needs in particular, and the coordination required between teachers and special educational needs specialists to implement those strategies.

中文翻译：

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特殊教育需要学生与普通课堂合作学习：教学实践的几点体会

本文介绍了一项研究的结果，该研究旨在确定教师使用哪些策略将有特殊教育需求的学生纳入常规课堂，主要使用合作学习策略。它旨在确定包容性学习的因素，以提高所有学生在课堂和合作团队中的参与和学习。在为期六年（2011-2017 年）的阿尔卡拉大学（西班牙）提供的研究生课程“合作学习专家”的教师参与的背景下，进行了一项定性案例研究，涉及176名专业教师。所有参与者都参加了一年一度的大学合作学习继续培训课程。文件分析、深度访谈和问卷设计临时使用。结论包括合作工作在促进全纳教育方面的重要性，使用各种不同的策略来满足所有学生的需求，特别是有特殊教育需求的学生，以及教师和特殊教育需求专家之间需要协调以实施那些策略。