Abstract
The use of cooperative learning strategies within integrated recreational activities has proven to be a powerful combination in facilitating the inclusion of children with and without disabilities. This article offers a synthesis of research in this area, addressing five interrelated questions with experimental findings that should assist program leaders to plan, direct, and sustain successful inclusionary recreation programs.
Original language | English (US) |
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Pages (from-to) | 386-407 |
Number of pages | 22 |
Journal | The Journal of Special Education |
Volume | 26 |
Issue number | 4 |
DOIs | |
State | Published - Jan 1993 |
Externally published | Yes |