Social Thinking Skills and Cooperative Learning for Students with Autism

Autor/inn/en	Grenier, Michelle; Yeaton, Pat
Titel	Social Thinking Skills and Cooperative Learning for Students with Autism
Quelle	In: Journal of Physical Education, Recreation & Dance, 90 (2019) 3, S.18-21 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2019.1559675
Schlagwörter	Educational Needs; Autism; Pervasive Developmental Disorders; Thinking Skills; Interpersonal Competence; Cooperative Learning; Case Studies; Teaching Methods; Learning Experience; Perspective Taking; Peer Relationship; Listening Skills; Physical Education; Elementary School Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Autismus; Denkfähigkeit; Interpersonale Kompetenz; Kooperatives Lernen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Zukunftsperspektive; Peer-Beziehungen; Körpererziehung; Sportunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this article is to describe how cooperative learning (CL) can be used in conjunction with social-thinking skills to address the learning needs of students with autism spectrum disorder (ASD). Cooperative learning is a pedagogical model in which students work together to solve a problem and complete a task. It is designed to maximize each student's learning experiences. Social thinking encourages students to navigate CL by framing activities through perspective taking and understanding the actions of their peers. Teachers can use social thinking strategies to assist students to attain the desired goals by breaking down the skills so they can work in their CL groups. Strategies for introducing social thinking skills within the CL structure will be presented via a case scenario. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01