Cooperative learning in the inclusive physical education setting: a case study
RIS ID
38805
Abstract
The purpose of this qualitative case study was to examine the development and implementation of a six-week cooperative learning intervention in a secondary school inclusive physical education class that included a student with a mild intellectual disability. The social interaction behaviours of this student with her peers were the dependent variables for analysis. Participants were a 14year old female student with a mild intellectual disability, 26 of her peers without a disability and the Head Physical and Health Education teacher. Data were gathered through interviews, focus groups, observation and a teacher journal. The following themes emerged from the study and were analysed utilising Contact Theory (Allport, 1979): a) group selection, b) preparing for cooperative learning, c) activity design and implementation of cooperative learning d) support of the student with a mild intellectual disability, and e) cooperative learning resources. Recommendations for future research and practice are explored.
Publication Details
Dowler, W., Dixon, R. M. Rowland, G. S. (2010). Cooperative learning in the inclusive physical education setting: a case study. In R. Gillies M. Boyle (Eds.), IASCE 2010 Conference Papers: Cooperative Learning: Pedagogy, Policy and Practice (pp. 1-17). Brisbane: The International Association for the Study of Cooperation in Education (IASCE) 2010.