Autism and co-operative learning

'Cooperative learning is defined as “the instructional use of small groups so that students work together to maximise their own and each other’s learning” (Johnson & Johnson, 1989). As an educational method it differs from general group-work in that it emphasises a number of crucial elements to ensure that students work not simply as a group but as a group working in an interdependent manner whereby each student contributes equally (Cohen, 1994; Johnson, Johnson, & Holubec, 1997; Slavin, (1995). These elements include: having a clear set of specific learning outcomes, ensuring that all students contribute to the targeted outcome, positive interdependence and individual accountability. CL has been found to be successful in increasing levels of both active task engagement and social engagement between students with intellectual disability and typically developing peers in the classroom (Jenkins & O’Connor, 2003; McMaster & Fuchs, 2002). However, apart from a few studies it remains relatively unexplored within the context of autism (Murphy, Grey, & Honan, 2004).'

The study showed benefits in socialisation but not in academic areas. it is advised that more research should be done to assess the true benefits of co-operative learning with students with an Autistic spectrum disorder, both in age of participants and numbers in studies.

Co-operative Learning for Children

with an Autistic Spectrum Disorder

(ASD) in Mainstream and Special Class

Settings: An exploratory study

Ian M. Grey, Cora Bruton, Rita Honan,

Roisin McGuinness and Michael Daly

Educational psychology in Practice, December 1, 2007

Trinity College, Dublin, Ireland; bBeechpark Services, HSE, Ireland