Bryant D P, Bryant B R
University of Texas, Department of Special Education, College of Education, Austin 78712, USA.
J Learn Disabil. 1998 Jan-Feb;31(1):41-54. doi: 10.1177/002221949803100105.
Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.
合作学习（CL）是课堂教师常用的一种教学安排，用于促进有学习障碍和无学习障碍学生的学业成绩和社会接纳度。合作学习对课堂教师具有吸引力，因为与教师为需要额外帮助的个别学生提供的指导和反馈相比，它能为同伴提供更多的指导和反馈机会。最近的研究表明，有学习障碍的学生在合作学习活动中可能需要调整。使用辅助技术调整可能有必要帮助一些有学习障碍的学生弥补其特定的学习困难，以便他们能更轻松地参与合作学习活动。本文从三个方面讨论了将技术调整融入合作学习活动的过程：选择调整方式、在合作学习活动中监测调整方式的使用情况以及评估调整方式的有效性。文章最后对技术整合的障碍和支持系统、技术与有效的教学实践以及为有学习障碍的学生考虑技术调整的必要性进行了评论。
