ERIC Number: ED390189
Record Type: RIE
Publication Date: 1995-Apr-22
Cooperative Learning for Students with Learning Disabilities: Teacher and Child Contributions to Successful Participation.
O'Connor, Rollanda E.; Jenkins, Joseph R.
The experience of students with learning disabilities during cooperative learning reading lessons with peers without disabilities was studies ovr the course of 2 years. In the first year of research observations were conducted in one elementary school. Twelve children with mild disabilities and 12 students who were average in performance were observed in the same grade 3-6 general education classrooms. In the second year, another 10 mildly disabled students from two other schools in the same district were observed. Students with disabilities received more help and offered fewer contributions than students without disabilities. Forty percent of the students with disabilities were classified as successfully participating in cooperative groups. Successful cooperative learning experiences for students with disabilities were related to individual differences in reading performance and social competence and to classroom practices, such as selection of partners, teacher monitoring, and the establishment of a cooperative ethic. The teachers of children who operated most successfully in groups reinforced participation and contribution to group efforts, and validated the comments of low-skilled children in groups. Results suggest that it is difficult to balance the need of students with disabilities for direct teaching, the group's need to accomplish its work, and the class's need to learn cooperation and tolerance. (Contains 32 references.) (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).