Collaborative work and social skills development in special education

Abstract

Collaborative work emerges as an effective pedagogical strategy to promote social skills in Special Education institutions. This study explored how structured collaborative strategies can strengthen abilities such as effective communication, emotional self-regulation, and autonomy in six second-grade secondary students at the Jean Piaget Center of Special Education, diagnosed with intellectual disability, hearing impairment, and autism spectrum disorder. The intervention consisted of Freinet techniques—such as group assemblies, workshops, and cooperative games—and its implementation lasted for seven weeks. A quasi-experimental methodology was used without a control group, combining quantitative analysis (using the Basic Social Skills Scale in pretest and posttest) and qualitative analysis (based on field notes). Quantitative data were analyzed using weighted averages, while qualitative records allowed for observing individual progress and group dynamics. Results showed significant improvements in active listening, empathy, communicative planning, self-awareness, and emotional regulation. Games and collaborative activities fostered equitable participation and included all students, even those facing greater communication barriers. These findings prove that structured collaborative work is effective tool in the promotion of social development in special education institutions.