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Computer-Assisted Cooperative Learning in Integrated Classrooms for Students with and without Disabilities. (English)
Inf. Technol. Child. Educ. Annu. 1999, 61-78 (1999).
Examined effects of computer-assisted cooperative learning in Grade 3 mathematics instruction within integrated classrooms for students with and without disabilities. Found that cooperative-learning group had statistically higher achievement than did the whole-class learning group. Found no significant differences between groups of regular students on social-outcome measure. Special-education students liked inclusion only when they were accepted and supported. (ERIC)
Classification: D42
Keywords: inclusive schools
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