Cooperative Work Groups (CWG) in Special-Education Research Paper by Nicky

Cooperative Work Groups (CWG) in Special-Education
Presents a complete research project to evaluate the use of cooperative work groups (CWG) in special-education classes and a case study of a former special-education student who became a teacher in this area.
# 149270 | 12,645 words | 23 sources | APA | 2011 | US
Published on Dec 03, 2011 in Education (Special) , Education (Teaching Methods) , Research Designs (General)

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This paper relates an extensive literature review covering special education preparation in general and the process of preparing and executing cooperative work groups (CWG) within the concept of inclusion for special-education classes. Next, the author reports the theory behind the selection of the methodology to be used for this evaluative research and elects a pre- and post-test design using a survey of teachers and students. The paper describes the author observations of her classroom before and after the initiation of CWG and explains the results of the quantified surveys thus concluding that CWG combined with multi-media technologies are helpful in enhancing the effectiveness of special-ed learning.

Table of Contents:
Personal Experience
Context Overview
Statement of the Purpose
Research Questions
Significance of the Study
Literature Review
Special Education Preparation and CWG
Implementation of CWG within the Concept of Inclusion
Designing and Implementing Cooperative Work Groups (CWG)
Instruction of the Interpersonal Abilities
Constructive Inter-reliance
Individual Responsibility
Group Management
Perception of Special Education through the Eyes of a Student
Preparing a Component of CWG
The Execution of a Successful CWG
Special Education and College Preparation
Research Philosophy
Research Approach
Research type and Timeline
Data Collection Methods
Qualitative and Quantitative Method
Qualitative and Quantitative Validity
Research Design
The Hypotheses
Sampling Strategy
Data Analysis
Qualitative Data Analysis
Quantitative Data Analysis
Results and Discussion

From the Paper:

"The principle of cognitive development allows collaboration, especially between special needs students, to exist side by side with intellectual development. Cognitive growth is mainly an aftermath of the understanding of the different point of views that each individual in a group has. This understanding is important if the group wants to attain any of their group objectives. With respect to the Piagetian theory, the teamwork and collaboration of the special students within a specific setting leads to constructive socio-intellectual contests that result in cognitive dis-equalities and imbalances which causes the creation of understanding of different perceptions and intellectual growth that was previously difficult for them to attain."

Sample of Sources Used:

  • Brownell, M., Colon, E., Mccallum, C., & Ross, D. (2005). Critical Features of Special Education Teacher Preparation: A Comparison With General Teacher Education. The Journal of Special Education, 38(4), 242-252.
  • Clark, L. (2008). Inclusion Education in Secondary Schools: Perspectives of Students with Disabilities. The Journal of Special Education, 41. Retrieved October 14, 2008, from
  • Clover, D. R., & Midura, D. W. (1992). Team building through physical challenges. Champaign, IL: Human Kinetics.
  • Cohen, E.G. (1994). Designing group work: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.
  • Cohen, L., Manion, L., & Morrison, K, (2000), Research methods in education. London: Routledge Falmer.

Cite this Research Paper:

APA Format

Cooperative Work Groups (CWG) in Special-Education (2011, December 03) Retrieved September 21, 2023, from

MLA Format

"Cooperative Work Groups (CWG) in Special-Education" 03 December 2011. Web. 21 September. 2023. <>