A preliminary investigation towards initiating cooperative learning with mainstreamed deaf/hard-of-hearing students

grantor: University of TorontoThis study by an experienced practitioner describes initiation procedures in cooperative learning with deaf/hard-of-hearing students mainstreamed in regular elementary and secondary classes in two School Boards of Education in Ontario. The purpose of the study was to investigate the potential of initiating a cooperative learning approach toward being helpful to deaf/hard-of-hearing students in the mainstream, in easing communication by encouraging interaction with peers sharing common academic goals and training teachers in using small group work as an option to whole-class teaching. Fundamentally, qualitative measures were used in this investigation. Students activities, verbal interactions and interviews were documented. Numerical measures were also used as evaluative criteria to determine if a cooperative learning approach had been initiated and if successful to evaluate the effects of a cooperative learning approach on the deaf students primarily. Three frameworks were developed to enumerate the results of the initiation procedures: (1) The Principles; (2) The Stages and Skills; and (3) The Behavioural Effects of Cooperative Learning. The study indicated that the initiation and behavioural effects of cooperative learning was more successful with the elementary students than with the secondary students. The study also revealed that key issues for the success of the initiation of cooperative learning depended on teacher collaboration, teacher and student intervention in communication and social skills and the involvement of the research as participant-observer in the classrooms. Partnering teachers in a new learning approach necessitated new teaching strategies and was dependent on attitudes and influences of teachers towards change.Ed.D