Does Cooperative Learning Work in Inclusive Classrooms?
From the February 2001 Education newsletter.


One dilemma teachers face when teaching an inclusive class is finding activities and approaches that will meet the needs of students with a wide range of abilities. Many teachers and principals favor cooperative, or group, learning activities where children work together to reach the objectives of a lesson. But does this method work when students with learning and developmental disabilities are thrown into the mix?

JoAnne Putnam, a professor of teacher education at the University of Maine at Presque Isle and author of "Cooperative Learning and Strategies for Inclusion," says yes. Some of the benefits for students with learning and developmental disabilities that she lists include increased friendships and social acceptance. Dr. Putnam also said that research shows students without disabilities become less afraid of differences, feel better about themselves, and develop increased social cognition when working with students who have special needs.

Proper Use in the Classroom

Dr. Putnam emphasized that cooperative learning activities should be a supplement, not a replacement, for other methods of instruction, such as tutorials, for students with learning disabilities. She noted the importance of individual accountability of each student in cooperative activities, as well as designing activities that allow for all students to be actively learning simultaneously.

Several formats Dr. Putnam suggested include "Timed Pair Share," where students work in pairs and take turns sharing and listening, and "Team Mind Map," where students demonstrate their learning by recording core concepts and supporting elements.

Teachers must take care to allow for adaptations and alternate assessments for children with special needs. Such modifications might include audiotape responses (instead of written ones), fewer problems or questions to complete, or computer-assisted instruction.

Dr. Putnam also emphasized the importance of multilevel instruction, reminding teachers to plan for the wide range of abilities in their classroom. "Teachers should understand that all students do not learn the same information in the same way or at the same pace.

"When groups are well structured, [teachers] can be assured of positive outcomes. There is so much evidence that students learn better in cooperative settings."

To learn more about cooperative learning, check out Dr Putnam's book, Cooperative Learning and Stategies for Inclusion: Celebrating Diversity in the Classroom, Second Edition.