Journal ArticleDOI
Achievement by All Students within the Context of Cooperative Learning Groups
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TLDR
The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group as mentioned in this paper.Abstract:
Three elementary-aged students with multiple severe disabilities acquired basic communication and motor skills within cooperative learning activities conducted in their general education classrooms. With gradually fading assistance from the instructor, the members without disabilities of the cooperative learning groups provided cues, prompts, and consequences to promote the learning of the member with disabilities. The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the members without disabilities in their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities and that members of b...read more
Citations
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Journal ArticleDOI
The Impact of Inclusion on Students With and Without Disabilities and Their Educators
TL;DR: The authors reviewed the literature with respect to inclusion programs and students with and without disabilities and their teachers and found that the impact of inclusion programs on the academic performance and social development of students with disabilities has been mixed.
Journal ArticleDOI
Structuring cooperative group work in classrooms
TL;DR: Cooperative, small-group learning is widely recognised as a pedagogical practice that promotes learning and socialisation across a range of curriculum areas from primary school through to high school and college as discussed by the authors.
Journal ArticleDOI
Including Children with Autism in General Education Classrooms A Review of Effective Strategies
Joshua K. Harrower,Glen Dunlap +1 more
TL;DR: A review of the empirical research that has addressed procedures for promoting successful inclusion of students with autism can be found in this paper, where antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches have been demonstrated to be useful.
Journal ArticleDOI
Research on Inclusive Educational Programs, Practices, and Outcomes for Students with Severe Disabilities:
Pam Hunt,Lori Goetz +1 more
TL;DR: In this article, the authors reviewed nineteen research investigations of inclusive educational programs, practices, and outcomes for students with severe disabilities and identified six broad themes that emerged through triangulation across studies offer guidelines for research and practice in inclusive schools in the coming decade.
Journal ArticleDOI
The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers
TL;DR: A systematic review of the literature carried out by the Inclusion review group, on behalf of the Evidence for Policy and Practice Information (EPPI)-Centre, the purpose of which was to review research evidence on whether the placement of pupils with special educational needs (SEN) within mainstream schools has an impact on academic and social outcomes for pupils without SEN as discussed by the authors.
References
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Journal ArticleDOI
Beyond Special Education: Toward a Quality System for All Students
TL;DR: A review of a decade's experience with the implementation of PL 94-142 provides an opportunity to assess the process of providing education to students with handicapping conditions and to study the larger general education system as mentioned in this paper.
Journal ArticleDOI
Statistical Methods for the Social and Behavioral Sciences.
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Some Benefits Nonhandicapped Adolescents Perceive for Themselves from Their Social Relationships with Peers who Have Severe Handicaps
TL;DR: The perceptions of 21 non-handicapped high school students were investigated in regard to the benefits they had experienced as a result of developing relationships with peers who had moderate or severe physical impairments as mentioned in this paper.
Journal ArticleDOI
Peer Interactions and Social Acceptance of Elementary-Age Children with Severe Disabilities in an Inclusive School.
TL;DR: This article found that children with severe disabilities and their non-handicapped peers were observed in their regular elementary school classrooms, and the majority of the interactions tended to be receiving assistance, although talk, play and physical affection were also prevalent.
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