Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

Abstract

This study examined the effect of cooperative learning on the acceptance of mainstream students with academic learning disabilities in physical education and the links between their athletic abilities and the acceptance by their regular counterparts. Eight sixth grade classes (M age = 11.8 years) practiced either in a cooperative learning structure (n = 105) or individual structure (n = 112). The sociometric rating scale technique (Frederickson & Furnham, 1998) was employed to assess acceptance. Results showed that cooperative learning positively influenced the acceptance of the disabled mainstream students by their peers; however, the disabled mainstream students’ athletic abilities were related to acceptance only in the individual structure.