The Effects of Roundtable Consensus, a Kagan Cooperative Learning Structure, on the Social and Task Engagement of Students with or at Risk of Disabilities with Low Social Profiles and their Typical Peers with High Social Profiles
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The present study investigated the effects of Kagans’ cooperative learning structures on the social and task engagement of students with or at risk of a disability and their peers placed in a general education inclusive classroom. Three students with a low social profile (LSP) identified with or at risk of a disability and three typical peers identified with a high social profile (HSP) participated in this investigation. A multiple-probe across participants design was used to evaluate the effects of students’ social and task engagement during structured cooperative learning sessions. The participants’ and their teachers’ perceptions towards the intervention were also measured and reported. In general, LSP students showed more social engagement during the intervention than in the baseline. In contrast, HSP students showed lower levels of social engagement during the intervention phase, which suggests the structure may have given the target students a more equalized opportunity to participate in the group activities. In general, for the measure of task engagement, students showed more variability in their levels, although all students were more engaged in tasks when incentives were used. Lastly, all students reported they liked the intervention and it made them more focused on the task as well as connected with their peers.