Cooperative learning and social acceptance of children with mild intellectual disability.
Source: Journal of Intellectual Disability Research 42:29-36.
Abstract: The effects of the participation of non-disabled children in a cooperative learning programme on their social acceptance of classmates with mild intellectual disability were examined. The study sample was chosen from the records of the psychologists and consusted of a sample of 24 children with mild intellectual disability (9-11years) who were receiving mainstreaming special education. Half oof the children had always been mainstreamed while half had previously received special education. The regular classes were randomly attributed to the control group or the experimental cooperative learning programme.A greater social acceptance of the children with mild intellectual disability increased in both the experimental classes. There was no increase in the control group immediately after the program or at follow up after five weeks. This was true for children with mild disabilities regardless of whether they had received special education or not. The study findings support the effectiveness of cooperative learning strategies in increasing the social acceptance of children with mild intellectual disability in mainstreaming special educational programme for both who have previously been in regular schools as well as the mainstreamed ones. (CIRRIE Abstract)
Institution: Univ Auckland, Dept Educ, Private Bag 92019, Auckland 1, New Zealand.