Cooperative learning involves peers learning together and not in a vacuum. Collaborative learning is critical for the learner. According to Gillies, 2007, p. 2)”…there is no doubt that students are … when they work cooperatively together in groups than when they work in the whole-class. The case studies reveal that various benefits are attributed to cooperative learning, and the process can be taken further to students with disabilities. The students with disabilities are in the position to learn the basic communication skills and coordination skills. The case studies reveal that the individuals with multiple disabilities are in the position to generalize the learned skills and take a follow-up of the events (Gillies, 2007). The school system easily accepts the male students with disabilities due to the environmental conditions in the schools. The school system offers cooperative ethos and an inclusive system that initially had no apparent ethos.
Chapter four outlines the necessity of the helping interaction like providing explanations to the learners in the process of cooperative learning. Some conditions that must be met for the effective cooperative learning process to be effective like the conditions must be timely, relevant, and in details for the learner to apply the knowledge for the problem stated (Gillies, 2007). The students with low and medium abilities benefit from the groups, and the high-ability learners perform better when they work with the high-ability peers, nonetheless; the high-ability learners do not get disadvantaged when they work with the low-ability learners. It is imperative for the class instructor to choose and construct the cooperative groups having mixed abilities for the purpose of effective cooperative learning strategy. The CT groups are formed so as to complete the task that requires the use of the computer console. The research shows that the group activities that require the use of CT are usually motivating since the learners become more aroused and active in the process of cooperative learning. The group composition is essential for the CT learning, and the groups should be composed of two to three members so that the members can have a quick and ready access to the computer keyboard. The case studies reflect the inclusion of learners with varying abilities.

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There are various learning disabilities that can be handled by cooperative learning. The common learning disorder is referred to as the neurological disorders (Gillies, 2007). The neurological disorder defines the processing of problems that interferes with the common learning skills of reading and writing. The disorder always interrupts the high-level skills related to work organization, basic reasoning, and memory skills. A specific learning disability is like dyscalculia. The disability affects an individual’s ability to understand numbers and solve the basic mathematical facts. The people with the type of LD also develop poor mathematical comprehension like the mathematical symbols (Gillies, 2007). The learners usually struggle with the organization and memorization of the facts. The learners have difficulty in with counting and telling time. Dyscalculia can be handled by cooperative learning as the learners are put in groups with the peers. The friendship and the interest groups are imperative tools for solving dyscalculia disorder. The cooperative groups provide a high and motivating environment for the learners with the disability. The low-status students are catered for as they do what their peers do. The use of cooperative learning is crucial for solving the mathematical ability as the learners develop a positive cognitive ability. Putting the learners in the cooperative groups cannot make and support cooperative learning. Cooperative learning for the individuals is enhanced when the learners understand each other’s abilities and depend on each other. The group cohesion is the secret to the success of integrating the learners with dyscalculia disorder with the well-developed students (Gillies, 2007).

    References
  • Gillies, R. M. (2007). Cooperative Learning: Integrating Theory and Practice: Integrating Theory and Practice. New York, NY: Sage Publications.