inclusion and co-operative learning

In the article Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation (Murphy, Grey, Honan, 2005), four methods are described for use within an inclusive classroom; 1. conceptual approach, 2. structural approach, 3. student team learning method, 4. curricular approach.

These four methods were reviewed by Murphy et al (2005). An overview of each method is provided along with study results. The review states that among all studies co-operative learning was either structured or unstructured in its teaching of social interactions.

'O’Connor and Jenkins (1996), in their study of co-operative learning, found certain classroom practices were related to successful co-operative learning experiences for students with disabilities. Practices common to more effective groups involved the formation of partnerships, teaching co-operative behaviours and monitoring group functioning during co-operative activities. In particular, two practices seemed to disrupt group functioning and dissolveinterd ependence: adult assistance and modifying assignments. In several cases, O’Connor and Jenkins observed adults, most noticeably teaching assistants, joining the co-operative learning groups. When this occurred, it invariably altered the character of the group’s

participation. Sometimes the adult directed the student’s work and sometimes the adult assumed the role of group leader. They found that students with disabilities usually worked with more sustained effort and made more effective contributions to groups when their assignments matched those of their peers p.162'

The conclusion of this review show that studies on co-operative learning are not comprehensive, results appear to be positive, but success depends on how the program is implemented. Teacher training is suggested to be 'an important prerequisite to the implementation of a co-operative learning program. p.163'

Murphy, Ellen, Ian M. Grey, Honan, Rita. (2005). Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation.

British Journal of Special Education Volume 32 Number 3 2005