Learning Disabled Children & Learning Techniques

The proposed study examines whether the academic achievement of a sample of 10 to 13 year old, learning disabled children can be significantly improved through cooperative learning techniques. Three cooperative teaching strategies are to be tested and compared against one another. Further, the achievement gains, if any, will be compared for males and females in order to see if the cooperative learning strategies differ as a function of gender.

The studyÆs conceptual foundation is that of Cooperative Learning Theory and the factors that make it a strong contributor to the achievement levels of both regular and special education students. These factors, according to Vaughn, Bos, and Schumm (2002) include: positive interdependence, accountability, and the use of diverse methods, materials and group structures.

The current research on cooperative learning indicates that it has been highly successful in increasing the academic success and achievement of regular students (Vaughn, Bos & Schumm, 2002). However, there has been little research into the effects of cooperative learning strategies on the achievement levels of learning disabled children. Of the studies that have been conducted using cooperative learning strategies on non-achievement variables for various exceptio

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diverse methods such as sharing materials, and so forth. Significance of the Study and Current Research While cooperative learning has been associated with increases in both the academic and social behaviors of regular children, the findings are not so clear regarding those who are at-risk for school failure due to academic, behavioral, emotional, or other learning problems and handicaps (see: Vaughn, Bos & Schumm, 2002). Of the research that has been conducted, cooperative learning has been found to: improve ability to write stories (Bedrosian, Lasker, Speidel & Politsch, 2003); help students become more engaged in school activities (Cushing, Kennedy, Shukla, Davis & Meyer, 1997); promote positive social interactions (Sasso, Mundschenk, Melloy & Casey, 1998); and improve social behaviors that specifically operate to disrupt academic performance (Cheek, Logan, Sprecher & Streitmatter, 1997). While the foregoing studies were not all directly tied to achievement, Kristen (2002), in a review of earlier research conducted from 1990 to 2000 did find that in several studies the academic achievement of a variety of at-risk children was increased through cooperative teaching strategies. Thus, the significance of this study is that it
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Some common words found in the essay are:
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Approximate Word count = 1994
Approximate Pages = 8 (250 words per page)

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