How Cooperative Learning Works for Special Education and Remedial Students

Abstract

This study reports new analyses from an earlier study by Antil, Jenkins, Wayne, & Vadasy (1998) in which 21 general education classroom teachers were interviewed about their use of cooperative learning. We report teachers' perceptions of how cooperative learning benefits special education and remedial students, the percentage of these students who consistently participated in classroom cooperative learning activities, its efficacy for these students, and the kind of modifications teachers made for students with special needs. Teachers were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe learning environment, and better classroom success rates and products. The primary modification for special and remedial education students was selecting suitable partners for them.

The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure

“…Small groups allow students to interact with their peers and consequently enhance social skills. The structured processes involved in cooperative learning promote pro-social skill development and have been linked to gains in student self-esteem (Jenkins, Antil, Wayne, & Vadasy, 2003;Zinsser, 2009). Jones (1997) studied the effects of cooperative learning strategies on raising students' self-esteem as well as their engagement in classroom activities.…”

The inclusion of students with special educational needs in Learning Communities

“…En grupos heterogéneos, el propio alumnado es un recurso muy valioso cuando se promueven interacciones de aprendizaje entre alumnado diverso. Cuando esto ocurre, los niños y niñas con más dificultades, incluyendo aquellos con necesidades especiales, encuentran una de las principales fuentes de apoyo para su inclusión en sus propios compañeros y compañeras (Jenkins, Antil, Wayne & Vadasy, 2003). En la escuela estudiada, las aulas están organizadas de manera que permiten estas interacciones de ayuda, alternando alumnos con más y con menos dificultades, tal como explica María, la tutora de Sergio, quien promueve y anima estas interacciones: Tal como la maestra resalta, de esta manera, aunque los niños que más pueden ayudar en un principio puedan preferir trabajar solos para poder hacer más ejercicios en el mismo tiempo, mostrando una conducta de competitividad, han aprendido que ayudando a otros niños recuerdan y consolidan mejor sus aprendizajes, lo que revierte en un beneficio propio, y promueve además valores igualitarios y solidarios.…”

İşbi̇rli̇kli̇ Öğrenme Ortamindaki̇ Yaratici Etki̇nli̇kleri̇n Öğrenci̇leri̇n Yaratici Ve Eleşti̇rel Düşünmeleri̇ İle Akademi̇k Başarilari Üzeri̇ne Etki̇si̇

“…İşbirliğine dayalı öğrenme; öğrencilerin ortak bir hedefi gerçekleştirmek için küçük gruplar halinde birbirinin öğrenmesine yardım ederek çalışmalarıdır (Johnson ve Johnson, 2006;Jenkins, Antil, Wayne ve Vadasy, 2003). Süreç içerisinde öğrenciler grup başarısı için birlikte çalışacaklarından dolayı hem problem çözme sürecinde etkin olurlar, hem de bir birlerinin öğrenmelerine yardımcı olurlar, böylece daha üst seviyede öğrenme gerçekleşir (Carlan, Rubin ve Morgan, 2005).…”