Cooperative learning as a mainstreaming model for exceptional education needs student

Abstract

Research has shown that when students labeled as handicapped are mainstreamed into regular education classes, there is an increase in social-emotional behaviors and academic success. The purpose of this paper was to study and review research related to cooperative learning as a mainstreaming model for exceptional education needs students. Review of the literature supported cooperative learning settings, compared with competitive and individual settings, as promoting greater interpersonal attraction and academic achievement among students labeled handicapped and non-handicapped. A model for the implementation of cooperative learning was a mainstreaming method was presented.