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Building Friendships Between Handicapped and Nonhandicapped Students: Effects of Cooperative and Individualistic Instruction

The effects of cooperative and individualistic learning experiences were compared on interpersonal attraction between handicapped and non-handicapped third-grade students. Forty students were assigned to conditions on a stratified random basis controlling for handicap, ability, sex, and peer popularity. Students participated in an instructional math unit for 25 minutes a day for 16 instructional days. Type of interaction within the instructional situation, interpersonal attraction, and frequency of interaction in a free-choice, postinstructional situation were measured. Three attitude scales were also given. The results indicate that cooperative learning experiences, compared with individualistic ones, promote more cross-handicapped interaction during instruction; promote interaction characterized by involving handicapped students in the learning activities, giving them assistance, and encouraging them to achieve; promote more cross-handicap friendships; and promote more cross-handicap interaction during postinstructional free-time.