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

Abstract : The present study examined the effect of cooperative learning on the acceptance of mainstream students with learning disabilities in physical education regular classes and the links between these students’ acceptance and their athletic abilities. Eight mainstream sixth grade classes were assigned either in a cooperative group (n= 112) or in an individual group (n = 105). The cooperative classes practiced in a cooperative learning structure. The sociometric rating techniques were used to assess the acceptance. The results showed that the instructional structure influenced the acceptance of mainstream students, and that these students’ athletic abilities were related to their acceptance