How Cooperative Learning Works for Special Education and Remedial Students

TLDR

Earlier research interviewed 21 general‑education teachers about cooperative learning use. Teachers assessed cooperative learning benefits for special and remedial students, participation rates, efficacy, and modifications such as partner selection. Teachers reported cooperative learning improves self‑esteem, safety, and classroom success, though effectiveness varies, with partner selection being the main modification for special and remedial students.

Abstract

This study reports new analyses from an earlier study by Antil, Jenkins, Wayne, & Vadasy (1998) in which 21 general education classroom teachers were interviewed about their use of cooperative learning. We report teachers' perceptions of how cooperative learning benefits special education and remedial students, the percentage of these students who consistently participated in classroom cooperative learning activities, its efficacy for these students, and the kind of modifications teachers made for students with special needs. Teachers were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe learning environment, and better classroom success rates and products. The primary modification for special and remedial education students was selecting suitable partners for them.