Literaturnachweis - Detailanzeige
| Autor/inn/en | Grenier, Michelle; Dyson, Ben; Yeaton, Pat |
|---|---|
| Titel | Cooperative Learning that Includes Students with Disabilities: An Effective Teaching Strategy, Cooperative Learning Promotes Student Interaction, Benefiting Students with and without Disabilities |
| Quelle | In: Journal of Physical Education, Recreation & Dance (JOPERD), 76 (2005) 6, S.29 (7 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0730-3084 |
| Schlagwörter | Interpersonal Relationship; Disabilities; Adapted Physical Education; Cooperative Learning; Elementary Schools; Cerebral Palsy; Educational Strategies; Inclusive Schools; Regular and Special Education Relationship; Grade 3; New Hampshire Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Handicap; Behinderung; Kooperatives Lernen; Elementary school; Grundschule; Volksschule; Hirnlähmung; Lehrstrategie; Inclusive school; Integrative Schule; School year 03; 3. Schuljahr; Schuljahr 03 |
| Abstract | In this article, cooperative learning is discussed as an instructional strategy that encourages students to work together and that enhances motivation for learning (Johnson & Johnson, 1989; Polloway, Patton, & Serna, 2001). Cooperative learning is presented through the depiction of a scenario inspired by observations made during a research study, which took place in an elementary school in southern New Hampshire. Support for cooperative learning was enhanced by the school's strong inclusionary stance and by collaborative practices between general and special educators. The context for the scenario is a third-grade classroom containing a child with cerebral palsy who is unable to walk or sit without support and has delayed processing skills. Having taught the student for several years, the general education teacher was familiar with his Individualized Education Program (IEP) goals and knowledgeable about ways to adapt the curriculum to meet his particular needs. The student's physical goals include increasing mobility skills in his wheelchair as well as the range of motion in his upper and lower extremities. His social goals include enhancing his self-advocacy skills through partnering with peers. When used in physical education, cooperative learning allows students with disabilities to learn to interact with their peers in ways that promote the psychomotor, cognitive, and affective goals that are highlighted in the national standards (National Association for Sport and Physical Education [NASPE], 2004). In the scenario, this instructional strategy fulfills the student's social goals, while the fitness and throwing components of the class target the student's psychomotor goals. (ERIC). |
| Anmerkungen | Journal of Physical Education, Recreation & Dance, American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193, ext. 493 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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