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Three elementary-aged students with severe, multiple disabilities acquired basic communication and motor objectives within cooperative learning activities conducted in their regular education classrooms. With gradually fading assistance from the instructor, the nondisabled members of the cooperative learning groups provided cues, prompts, and reinforcement to promote the learning of the disabled member. Results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the nondisabled members of their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities. The study concluded that, within the structure of cooperative learning groups, there appears to be adequate opportunity, support, and motivation for learning basic communication and sensorimotor skills by students with severe, multiple disabilities. (Author/JDD)

Descriptors: Communication Skills, Cooperative Learning, Elementary School Students, Generalization, Group Experience, Instructional Effectiveness, Multiple Disabilities, Peer Relationship, Primary Education, Psychomotor Skills, Severe Disabilities, Skill Development, Student Role, Teaching Methods











Autor: Hunt, Pam; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11101&id=ED365061



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