Cooperative group, risk-taking and inclusion of pupils with learning disabilities in physical education
Fiche du document
- handle: 10670/1.6im8fe
- hal: hal-02139657
- doi: 10.1080/01411926.2012.674102
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1080/01411926.2012.674102
info:eu-repo/semantics/OpenAccess
Mots-clés
Special needs education Helping behaviours Peer acceptance Physical education Cooperative learning Risk-taking Interaction Special needs educationSujets proches
School life Students--Education Pupils Student life and customs School children--Education Pupils Schoolchildren Elementary school students Primary school studentsCiter ce document
Amael André et al., « Cooperative group, risk-taking and inclusion of pupils with learning disabilities in physical education », HAL-SHS : sciences de l'éducation, ID : 10.1080/01411926.2012.674102
Métriques
Partage / Export
Résumé
The aim of this research was to study the impact of risk-taking in gymnastics on the change of cooperative behaviours and acceptance of pupils with learning disabilities within the framework of cooperative learning. One hundred and sixty-eight French 1st year middle school pupils participated in this study. Thirty-six pupils with learning disabilities were mainstreamed in six ordinary classes during seven two-hour gymnastic lessons. Three classes practiced under low risk conditions and three classes performed under high perceived risk conditions. The helping behaviours of the SEGPA pupils were observed and the acceptance of pupils was measured thanks to a sociometric questionnaire during the first and last lessons. The results showed that risk-taking affected the helping behaviours and the acceptance of pupils with learning disabilities. These results lead to think about the factors that could have an impact on the influence of cooperative learning structures when mainstreaming pupils with learning disabilities in physical education.