Implications of cooperative learning in a self-contained EBD classroom





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The research question addressed is, what are the academic and behavioral implications of using Cooperative Learning with eleventh and twelfth grade students in a self-contained classroom for students with Emotional and Behavioral Disorders? The motivation for this capstone was a lack of literature on the implications of Cooperative Learning in special education. The author documents literature on elements of Cooperative Learning in mainstream settings, traditional instructional methods in special education, and the effectiveness of using Cooperative Learning methods with students in special education. This capstone examines one self-contained EBD class over the course of a semester using Cooperative Learning techniques and strategies in both English and Social Skills lessons. Students completed pre and post interviews along with pre and post tests focusing on reading and reading comprehension. The author also examined daily behavioral data and progress on IEP behavioral goals throughout the semester.

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