A. F. Ashman

Deinstitutionalisation of persons with intellectual disabilities: A review of Australian studies

This paper provides a quantitative review of Australian studies on deinstitution-alisation and community living for persons with intellectual disabilities. Thirteen studies from eight separate projects were identified from a comprehensive literature search. Studies were included if they were conducted in Australia and focused on the effects of relocating persons from institutions to community-based residences, involved a comparison of institutional versus community-based services, or investigated the community adjustment of people who had once lived in an institution. Each study was examined to ascertain details on the settings, participants, methodology, and results. Community-based placements were associated with increased adaptive behaviour, greater community participation, and improved contact with family and friends. There was little or no change in problem behaviour, health, or mortality. The results are consistent with similar reviews from studies conducted in the USA and UK and support the develop...

The Teacher's Role in Implementing Cooperative Learning in the Classroom

Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. Although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. The Teachers Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of the challenges and issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

Behavior and interactions of children in cooperative groups in lower and middle elementary grades

The study investigated the behaviors and interactions of children in structured and unstructured groups as they worked together on a 6-week social studies activity each term for 3 school terms. Two hundred and twelve children in Grade 1 and 184 children in Grade 3 participated in the study. Stratified random assignment occurred so that each gender-balanced group consisted of 1 high-, 2 medium-, and 1 low-ability student. The results show that the children in the structured groups were consistently more cooperative and they provided more elaborated and nonelaborated help than did their peers in the unstructured groups. The children in the structured groups in Grade 3 obtained higher reading and learning outcome scores than their peers in the unstructured groups.

Teaching collaborative skills to primary school children in classroom-based work groups

One hundred and ninety-two Grade 6 children participated in a study which compared the effects on behavioural interactions and achievement of (a) cooperative learning in which group members were trained to collaborate to facilitate each others learning, and (b) cooperative learning in which members were not trained but were merely told to help each other. Stratified random assignment of participants occurred so that each gender-balanced group consisted of one high-, two medium-, and one low-ability student. The results indicated that the children in the Trained groups were consistently more cooperative and helpful to each other, used language which was more inclusive (e.g., frequent use of “we”), and gave more explanations to assist each other as they worked together than children in the Untrained groups. Furthermore, the children in the Trained groups exercised more autonomy with their learning and obtained higher learning outcomes than Untrained peers.

An Introduction to Cognitive Education : Theory and Applications

Cognitive education brings together the disciplines of cognitive psychology and education. This book provides an introduction to the field. It explains the concepts commonly found in the cognitive psychology and cognitive education literatures, theories and models of human thinking and intelligent behaviour, and how these have been applied to psychoeducational assessment, instruction, and the adaption of student behaviour. The book includes numerous examples to explain the concepts, theories, and applications, and includes supplementary reading lists and study questions.

The Effects of Cooperative Learning on Students with Learning Difficulties in the Lower Elementary School

This study investigated the behaviors, interactions, and learning outcomes of children with learning difficulties who participated in structured and unstructured group activities. Of the 152 Grade 3 children who worked in four-person, gender-balanced groups, 22 children were identified as having learning difficulties requiring up to 3 hours of specialist teacher support for their learning each week. The children worked in their groups for one 6-week social studies unit of work each term for three school terms. The results showed that the children in the structured groups were more involved in group activities and provided more directions and help to other group members than their peers in the unstructured groups. Furthermore, children in the structured groups obtained a significantly higher performance on the comprehension questionnaire than children in the unstructured groups (effect size = +1.43 standard deviations). Reasons for these differences are discussed.

Relation between Planning and Simultaneous-Successive Processing.

The simultaneous-successive processing battery and five tests reputed to measure planning were administered to 104 Grade 8 male and female students. Test scores were submitted to principal component analysis and a planning factor was identified which was orthogonal to the two coding dimensions. The study clearly delineates independent coding and planning dimensions and provides support for and extends the simultaneous-successive information-processing model.

Disability, religion and health: a literature review in search of the spiritual dimensions of disability

Religious belief and practice plays an important role in the lives of millions of people worldwide, and yet little is known of the spiritual lives of people with a disability. This review explores the realm of disability, religion and health, and draws together literature from a variety of sources to illustrate the diversity of the sparse research in the field. An historical, cross-cultural and religious textual overview of attitudes toward disability throughout the centuries is presented. Studies in religious orientation, health and well-being are reviewed, highlighting the potential of religion to effect the lives of people with a disability, their families and caregivers. Finally, the spiritual dimensions of disability are explored to gain some understanding of the spiritual lives and existential challenges of people with a disability, and a discussion ensues on the importance of further research into this new field of endeavour.

The relationship between digit span and cognitive processing across ability groups

This paper examines the relationship between forward and backward digit span and basic cognitive processes. The subjects were 323 elementary school children who were divided into low-average, high-average, and superior-ability groups on the basis of IQ. Subjects were administered measures of sequential processing, simultaneous processing, and planning. Correlational analyses indicated the serial processing character of forward digit span, which is consistent with previous literature, and the relationship between backward digit span and planning. The discussion focuses primarily on the latter result and the variation across ability groups.

Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms

This study examined group and individual factors that facilitate changes in cooperation and learning outcomes in trained and untrained work groups of elementary school-age children. The study had two foci. The first was to determine if the cooperative behaviors and interactions of children in classroom groups who were trained in cooperative learning skills were different from those of children who were given no training, and the second was to investigate small group interactions and achievement in these groups over time. The results showed that there were observable differences between student interactions in the two conditions and these differences were maintained over time. Compared with children in the untrained groups, those in the trained groups were consistently more cooperative and helpful to each other; they actively tried to involve each other in the learning task by using language which was more inclusive (e.g., frequent use of “we”), and they gave more explanations to assist each other as they worked together. It appeared that as the children worked together over time, they became more responsive to the learning needs of each other. Furthermore, the children in the trained groups performed significantly better on the learning outcomes questionnaire than those in the untrained groups.