Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms

Margolis, Howard; Freund, Lisa A.

doi:10.1080/0156655910380203

Cited by 11 publications

(11 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The present results indicate that cooperative learning can facilitate the social acceptance of former special class pupils in mainstreaming settings, and thus, are consistent with a body of previous research involving children with mild disabilities other than mild intellectual disability (e.g. Margolis & Freund 1991). Clearly, cooperative learning programmes can enhance the social acceptance of children with mild intellectual disability in mainstream settings whether or not they have been previously educated in segregated special education settings.…”

Section: Resultssupporting

confidence: 90%

“…A sizeable body of research has accumulated which indicates that such programmes can yield significant gains in the social acceptance of children with sensory, physical or learning disabilities by their non-disabled classmates (e.g. Lloyd et al 1988;Margolis & Freund 1991). However, most studies to date have focused on relatively`mixed groups' of children with disabilities (typically subsumed under the label`academic handicaps'), and few if any studies have been concerned specifically with children showing mild intellectual disability.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Cooperative learning and social acceptance of children with mild intellectual disability

Jacques

Wilton

Townsend

1998

J intellect Disabil Res

View full text Add to dashboard Cite

The effects of the participation of non-disabled children in a cooperative learning programme on their social acceptance of classmates with mild intellectual disability was examined. A sample of 24 children with mild intellectual disability in the 9-11-year-old age-range was identified from educational psychologists' case records. All of the children were receiving mainstreaming special education programmes at the time of the study. Twelve of the children had previously attended special education classes, while the remainder had always attended regular classes. Half of the children's regular classes were randomly assigned to either receive an experimental cooperative learning programme or to serve as control classrooms. The non-disabled children in the experimental classes showed significant increases in their social acceptance (sociometric ratings) of the children with mild intellectual disability, both immediately following the programme and 5 weeks later, but no such increases were evident in the children in the control classrooms. This pattern held for both the former special class pupils and the children with mild intellectual disability who had never attended special classes. The results confirm the usefulness of cooperative learning strategies for enhancing the social acceptance of children with mild intellectual disability in mainstreaming special educational programmes, regardless of the nature of their previous special educational provisions.

show abstract

Section: Resultssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Cooperative learning and social acceptance of children with mild intellectual disability

Jacques

Wilton

Townsend

1998

J intellect Disabil Res

View full text Add to dashboard Cite

show abstract

“…The teacher increased the rate of social praise for respectful behavior in the classroom, targeting students who were in close proximity to Emma and modeled appropriate responses. Second, the instructional format used in reading was restructured to incorporate cooperative learning strategies, including rewarding groups based on the performance of each member and training students to encourage and support each other, a strategy that has effectively reduced problem behavior in the classroom (Margolis & Freund, 1991). Working in a small, heterogeneous group provided Emma with access to peer reinforcement for respectful and cooperative behavior and support in learning content and task completion, presumably reducing the need to call out to the teacher.…”

Section: Non-function-based Interventionmentioning

confidence: 99%

Functional Behavioral Assessment

Newcomer

Lewis

2004

Journal of Emotional and Behavioral Disorders

170

View full text Add to dashboard Cite

T his study investigated (a) the efficacy of using descriptive and experimental assessment methodologies to generate hypotheses regarding the function of problem behavior and (b) the efficiency and efficacy of function-based interventions compared to traditional intervention approaches that focus on the topography of behavior. Functional assessments were conducted with three elementary school students identified as at risk for failure due to problem behavior. Agreement among indirect measures, direct observation, and experimental manipulation of environmental variables supports the value of using convergent data from indirect assessment methods to develop valid hypotheses. In addition, behavioral interventions based on functional assessment were found to be more effective than alternative intervention approaches across all three case studies. Implications, study limitations, and future research directions are discussed.

show abstract

“…CL may be contrasted with individualistic learning in which students work independently to achieve learning goals unrelated to those of other students . In the field of special education, CL positively affects the social relationships between regular students and students with physical or intellectual disabilities (Lloyd, Crowley, Kohler, & Strain, 1988;Margolis & Freund, 1991). It has also been demonstrated that it promotes positive interactions between students with learning disabilities and regular students (Gillies & Ashman, 2000;Putnam, Rynders, Johnson, & Johnson, 1989).…”

Section: Introductionmentioning

confidence: 96%

Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

André

Deneuve

Louvet

2011

Journal of Applied Sport Psychology

View full text Add to dashboard Cite

This study examined the effect of cooperative learning on the acceptance of mainstream students with academic learning disabilities in physical education and the links between their athletic abilities and the acceptance by their regular counterparts. Eight sixth grade classes (M age = 11.8 years) practiced either in a cooperative learning structure (n = 105) or individual structure (n = 112). The sociometric rating scale technique (Frederickson & Furnham, 1998) was employed to assess acceptance. Results showed that cooperative learning positively influenced the acceptance of the disabled mainstream students by their peers; however, the disabled mainstream students' athletic abilities were related to acceptance only in the individual structure.

show abstract

Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms

Cited by 11 publications

References 49 publications

Cooperative learning and social acceptance of children with mild intellectual disability

Cooperative learning and social acceptance of children with mild intellectual disability

Functional Behavioral Assessment

Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

Contact Info

Product

Resources

About