Teaching and Effects of Cooperative Learning in Special School or Special Support Classroom for Children with Intellectual Disabilities

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K04549
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Special needs education
• Research Institution: Joetsu University of Education
• Principal Investigator: MURANAKA TOMOHIKO 上越教育大学, 大学院学校教育研究科, 准教授 (90293274)
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: 協同学習 / 特別支援学校 / 知的障害 / 自閉症スペクトラム障害 / 集団随伴性

Outline of Final Research Achievements

The present study examined procedures to promote peer interaction skills and cooperative learning among children with intellectual disabilities or Autism Spectrum Disorder in small group teaching. Results showed that the speaker’s approach using the iPad promoted the listener’s response in peer interaction. Also,when there is no listener’s response, the teach to modify approach for the speaker was shown to be effective. Moreover, the results suggested that Group-oriented Contingencies may promote the establishment of cooperative learning among peers.

Free Research Field

特別支援教育