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Cooperation directed learning in inclusive physical education
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Idrottsvetenskap.
Latvian Academy of Sport Education, Latvia.
Högskolan i Halmstad.
National Agency for Special Needs Education and Schools (SPSM) Specialpedagogiska skolmyndigheten, Stockholm, Sweden.
Vise andre og tillknytning
2013 (engelsk)Inngår i: NNDR – 12th Research Conference, May 30–31, 2013 in Turku, Finland : Abstact book, 2013, s. 97-97Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviors between students with and without disabilities in GPE. A design of multiple case study with elementary school age students with moderate disabilities (n=4) was used. Peer tutors (n=37) were students without disabilities who voluntary participated in peer tutor training program. The program included the collaborative learning values, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities.

Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analyzed using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE). In addition, interviews with school personnel and children served as a complementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 11.8 % respectively, p<.05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5% and 57.6%, accordingly). Interviews confirmed a positive class climate change and improvement in peer relation culture.

sted, utgiver, år, opplag, sider
2013. s. 97-97
Emneord [en]
physical education, peer tutoring, special needs education, disability
Emneord [sv]
Idrott och hälsa, samarbetsorienterat lärande, specialpedagogik, funktionsnedsättning
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-15210OAI: oai:DiVA.org:hig-15210DiVA, id: diva2:647636
Konferanse
12th Research Conference, Nordic Network on Disability Research (NNDR) May 30–31, 2013 in Turku, Finland
Tilgjengelig fra: 2013-09-11 Laget: 2013-09-11 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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