Cooperative learning in the inclusive physical education setting: a case study
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.