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This book supplies educators, classroom support personnel, and administrators with numerous tools for creating positive, inclusive classroom environments for students from preschool through high school.
Reviewing the basics of cooperative learning, the authors explain how to adapt curricula and implement such techniques as multilevel instruction, the Learning Strategies approach, and the use of computer technology. They also offer practical examples of various conceptual and structural strategies that improve the learning, social skills, and self-esteem of children with a range of abilities and cultural backgrounds.
New to this edition: information on conflict resolution, tips for teaching culturally diverse students, additional case studies, results of outcomes research on existing inclusion programs, and a chapter devoted to multiple intelligences.
Excerpted from Cooperative Learning and Strategies for Inclusion: Celebrating Diversity in the Classroom, Second Edition, edited by JoAnne W. Putnam, Ph.D.
Copyright © 1998 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Since the 1970s, professionals who have been involved in the education of children and youth with diverse abilities have encountered rather dramatic changes in approaches to instruction and schooling. I started my career teaching in segregated residential institutions, then moved to a segregated "special" school, then on to a segregated classroom in a general school, and finally into a school where all children are served in general classrooms. Participating in the historical movement of children with disabilities from segregated education to inclusive educational settings has been professionally gratifying, to say the least. However, our work is far from done. Changes need to occur if today's diverse classrooms and schools are to be educationally challenging and nurturing environments that adequately serve the varying needs of children and youth in today's changing world.
The premise of this book is that cooperative learning is fundamental to successfully educating a diversity of learners — children with varying cognitive abilities; developmental and learning disabilities; sensory impairments; and different cultural, racial, linguistic, gender, and socioeconomic backgrounds. Cooperative learning is one powerful method for enabling children to celebrate and benefit from the diversity that characterizes our schools, communities, and society. When properly implemented, cooperative learning benefits students in a number of ways by promoting higher academic achievement levels, imparting social skills to students, and teaching students to value and respect one another.
It is exciting to realize how the research on cooperative learning, multicultural education, and instructional methodology has advanced since the first edition of this book in 1993. Although many educators are convinced of the importance of inclusive classrooms and the benefits that can accrue to all learners, there is reason to believe that full implementation of the essential aspects of cooperative learning, such as positive interdependence and individual accountability, as well as other methods known to support inclusive education, has yet to occur.
This edition introduces a new generation of methods for teaching and learning in diverse, inclusive classrooms that recognize multiple intelligences in all learners. Cooperative structures and instructional strategies that capitalize on student strengths and abilities — as opposed to the past focus on remediating weaknesses and DISabilities — are the thrust of Chapter 6, "New Cooperative Learning, Multiple Intelligences, and Inclusion," by Kagan. A fresh way of organizing instruction in general classrooms is introduced that meets the needs of children with varying capabilities by using an approach called multilevel instruction, which is described in Chapter 11, "An Inclusive School Model: A Framework and Key Strategies for Success," by Porter and Stone. These educational leaders from New Brunswick, Canada, describe how teaming among educators, families, and special services personnel at various levels of the school organization, such as the school level or the district level, works to enhance the education of all children, including First Nations People (i.e., native Canadians), students who are gifted, students who are economically disadvantaged, and children with disabilities. Chapter 4, "Cultural Diversity and Cooperative Learning," by Johnson and Johnson addresses multicultural issues and cooperative learning and elaborates on the need to recognize and respect the unique cultural backgrounds
|About the Contributors|
|Ch. 1||The Movement Toward Teaching and Learning in Inclusive Classrooms||1|
|Ch. 2||The Process of Cooperative Learning||17|
|Ch. 3||Curricular and Instructional Adaptations for Including Students with Disabilities in Cooperative Groups||49|
|Ch. 4||Cultural Diversity and Cooperative Learning||67|
|Ch. 5||Supporting Young Children's Development Through Cooperative Activities||87|
|Ch. 6||New Cooperative Learning, Multiple Intelligences, and Inclusion||105|
|Ch. 7||Participatory Action Research: Supporting Social Relationships in the Cooperative Classroom||137|
|Ch. 8||Teaching Students to Manage Conflicts in Diverse Classrooms||167|
|Ch. 9||Computers and Cooperative Learning in Diverse Classrooms||185|
|Ch. 10||School Programs for Successful Inclusion of All Students||203|
|Ch. 11||The Inclusive School Model: A Framework and Key Strategies for Success||229|