No abstract

As part of a larger study regarding the inclusion of children with disabilities in mainstream classroom settings, Ellen Murphy, of the D Clin Psych programme at NUI Galway, with Ian Grey and Rita Honan, from Trinity College, Dublin, reviewed existing literature on co‐operative learning in the classroom. In this article, they identify four models of co‐operative learning and specify the various components characteristic of each model. They review recent studies on co‐operative learning with the aim of determining effectiveness. These studies generally indicate that co‐operative learning appears to be more effective when assessed on measures of social engagement rather than academic performance. Finally, Ellen Murphy, Ian Grey and Rita Honan present their account of the factors that contribute to the successful implementation of co‐operative learning for students with difficulties in learning.