ERIC Number: ED360778
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Cooperative Learning as an Inclusion Strategy: The Experience of Children with Disabilities.
O'Connor, Rollanda E.; Jenkins, Joseph R.
This study examined what occurs in cooperative learning groups that include students with mild disabilities in grades 3-6. Teacher interviews were combined with observations of 10 special and 10 regular education students' behavior in cooperative learning groups which used the Cooperative Integrated Reading and Composition model. Results are discussed in terms of who is providing help to the student with disabilities and how often, what contributions the student makes to group tasks, the assignment length, the teacher's role in successful participation of students with disabilities, teacher expectations for student competence, and setting up expectations. The paper concludes that successful use of cooperative learning as an inclusion strategy will require: (1) rethinking and reorganizing of the ways special education provides resources, services, and modifications for students with disabilities; and (2) sustained effort of regular class educators to raise the status of contributions by children with disabilities and to establish and maintain norms of participation and helping. (Contains 14 references.) (JDD)
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Group Behavior, Group Dynamics, Helping Relationship, Mainstreaming, Mild Disabilities, Peer Relationship, Regular and Special Education Relationship, Student Behavior, Student Participation, Student Role, Teacher Role, Teaching Methods, Teamwork
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (74th, Atlanta, GA, April 12-16, 1993).