Effects of Cooperative Learning On the Social Acceptance of Mainstreamed Academically Handicapped Students

Abstract

Studies examining relationships between children with learning problems and their peers have consistently indicated that learning-disabled and educable-mentally-retarded students have fewer friends and are more frequently rejected by their classmates than are other students. In previous research, cooperative classroom structures have been shown to promote positive relationships among peers. In this study, 6 classes enrolling academically handicapped and normal-progress children were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance in that rejection of academically handicapped students was decreased, but friendships were not increased. Academic achievement gains and increases in self-esteem were found for the combined sample of students in the cooperative learning treatment.