Wishart, J G, Willis, Diane, Cebula, K R and Pitcairn, T K (2007) Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities. American Journal on Mental Retardation, 112 (5). pp. 361-374. ISSN 0895 8017
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Collaborative learning is widely used in mainstream education but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the metacognitive skills on which it capitalizes are less likely to be available. Effects of collaborative learning experience on a core cognitive skill, sorting by category, were investigated in three child groups: typically developing (TD) children, children with nonspecific intellectual disabilities (NSID) and children with Down syndrome (DS). Following collaboration, sorting performance improved significantly in lower ability partners in TD–TD pairings, with this pattern reversed in NSID–NSID pairings. Neither partner improved significantly in DS–NSID pairings, suggesting that the sociability attributed to children with DS did not necessarily support either their or their partner's learning in this social context.
|Print ISSN:||0895 8017|
|Uncontrolled Keywords:||Collaborative learning; Intellectual disabilities; Metacognitive skills; NSID; TD; Down syndrome; DS;|
|University Divisions/Research Centres:||Faculty of Health, Life & Social Sciences > School of Nursing, Midwifery and Social Care|
|Dewey Decimal Subjects:||300 Social sciences > 370 Education|
100 Philosophy & psychology > 150 Psychology > 153 Mental processes & intelligence
|Library of Congress Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
L Education > L Education (General)
|Depositing User:||RAE Import|
|Date Deposited:||03 Apr 2008 10:47|
|Last Modified:||14 Feb 2013 16:36|
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