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  • Title: Promoting the social acceptance of young children with moderate-severe intellectual disabilities using cooperative-learning techniques.
    Author: Piercy M, Wilton K, Townsend M.
    Journal: Am J Ment Retard; 2002 Sep; 107(5):352-60. PubMed ID: 12186576.
    Abstract:
    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.
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