Literaturnachweis - Detailanzeige
Autor/inn/en | Grenier, Michelle; Yeaton, Pat |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |