Piercy Maureen, Wilton Keri, Townsend Michael
University of Auckland, New Zealand.
Am J Ment Retard. 2002 Sep;107(5):352-60. doi: 10.1352/0895-8017(2002)107<0352:PTSAOY>2.0.CO;2.
The effects of a cooperative-learning program on the social acceptance of children with moderate to severe intellectual disabilities by young children without disabilities were examined. Children without disabilities were assigned to a cooperative-learning program or a social-contact program involved with the special class children or to a control (no classroom contact) condition. Significant pretest-posttest changes over a 10-week period in the cooperative-learning context indicated that children without disabilities gave the special class children higher peer acceptance ratings, greater popularity indices, and lower social-distance ratings. There were also more frequent interactions with the children without disabilities. These changes did not occur in either the social-contact or the control groups.
研究了合作学习项目对无残疾幼儿对中度至重度智力残疾儿童社会接纳度的影响。无残疾儿童被分配到合作学习项目组、与特殊班级儿童有社交接触的项目组或对照组（无课堂接触）。在为期10周的合作学习环境中，前测至后测有显著变化，表明无残疾儿童给予特殊班级儿童更高的同伴接纳评分、更高的受欢迎指数和更低的社会距离评分。与无残疾儿童的互动也更频繁。这些变化在社交接触组或对照组中均未出现。
