Cooperative learning in preschool settings: enhancing the social integration of young children with disabilities

An examination was made of the effectiveness of cooperative learning as a strategy for enhancing the social acceptance of preschool children with disabilities who had been included in a mainstream educational setting. Preschool groups accommodating children with special needs were randomly assigned to one of three experimental conditions - cooperative play and social skills training, social skills training on1y, or control (no intervention). Children in the cooperative play programme received significantly higher levels of social acceptance than did those in the social-skills or regular preschool programmes. Moreover, the cooperative play group showed significantly more positive and more frequent social interactions with nondisabled peers than did the children in the other groups. It was also found that following the intervention the children in both the cooperative and social-skills treatment groups were rated significantly higher than were those in the control group on social skills and social play posttest measures. The results thus indicate that the use of structured cooperative play yielded an incremental effect over social-skills training in furthering the social integration of preschool children with disabilities in mainstream settings. The finding that increased social acceptance occurs in situations where social-skills training is undertaken within a framework of structured cooperative play was discussed terms of its implications for the social inclusion of young children with disabilities in integrated educational settings. It was noted that if participation in mainstream preschool settings is to be of real value for young children with disabilities, programmes designed to maximize social acceptance, such as structured cooperative play and social-skills training, need to be utilized to facilitate social interaction. Indeed, in the absence of strategies to enhance social integration, the placement of young children with disabilities in mainstream educational settings may well place such children at risk with respect to their social development.

Name thesis:degree_name

PhD

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education

Grantor dc:publisher

ResearchSpace@Auckland

Year dc:date.issued

1993

Author dc:creator

• Boyd, Andrea

Advisors dc:contributor.advisor

• Associate-Professor Keri Wirton
• Dr Michael Townsend

Statement dc:rights

• Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Licence dc:rights.uri

• https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2292/2065

OAI identifier oai:identifier

oai:researchspace.auckland.ac.nz:2292/2065