Global Journal of Medical Research, A: Neurology & Nervous System, Volume 23 Issue 3

Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism Dr. Özge Boşnak 1 & Prof. Colin Calleja 2 Abstract- When the right circumstances are met, children with autism can engage in settings for general education and have a successful educational career. A truly inclusive learning environment and research-based inclusion techniques must be in place for children with autism to be successfully included. The research studies that concentrate on cooperative and collaborative learning methodologies are reviewed in this article. The article concludes by outlining the need for additional study. This study examined 29 research studies using cooperative, collaborative, and related techniques with children with autism. Each article had to meet these requirements to be included: 1. describe the use of an evidence-based intervention for at least one participant with ASD. 2. Consist of at least one collaborative, cooperative, or related method. 3. Research needed to be conducted in an inclusive setting and finally, 4. The reviewed articles had to have been released in 2010 or later. Keywords: inclusion, cooperative learning, collaborative learning, children with autism. I. I ntroduction utism, a neurodevelopmental disorder, significantly influences an individual's daily life, impeding their ability to engage in typical activities, particularly in the realms of social interaction and communication. It manifests in restrictive behaviours, often characterized by repetitive actions, which encompass stereotypy, ritualistic behaviour, perseveration (Ringdahl, 2011), and compulsions. (American Psychatric Association, 2013) According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), autism is a spectrum disorder with varying degrees of severity and presentation. The core symptoms of autism are evident early in childhood and persist throughout the individual’s lifespan. One can observe repetitive behaviours and fixation on particular interests and, or specific activities. The authors of this paper maintain the belief that it is possible for children on the autism spectrum to receive education alongside their same-age peers in mainstream schools. Specific adaptations will be needed. Lindsay (2007) pointsout that inclusion is a crucial education plan designed to increase the educational opportunities of students with particular needs. Author 1 : Bursa Uludag University, Education Faculty, Special Education Department. Author 2 : University of Malta, Faculty of Education, Department for Inclusion and Access to Education. e-mail: colin.calleja@um.edu.mt Research such as that carried out by Crosland and Dunlap (2012) and Sanahuja and Qinyi (2012) has shown that students with autism spectrum disorders (ASD) benefit from attending mainstream, although additional support is required. This paper reviews individualized and systemic interventions, specifically cooperative learning strategies, used with autistic children. These strategies are believed to help create an inclusive learning environment. Therefore, in this paper, we discuss strategies for the successful inclusion of children with autism, which can be used by educators in mainstream environments. II. M ethod a) Search Procedures The studies in this research were obtained by searching research papers in the HyDi database, which discuss cooperative and collaborative strategies. HyDi is an extensive database with access rights to many databases such as Education Database, Web of Science, ProQuest Central, Social Science Database, Springer, and EBSCOhost. The terms "cooperative," "collaborative," and "learning strategies" were employed in conjunction with "autism," "Asperger," and "inclusion.". The returned papers were sorted by relevance, and the abstracts of all articles containing "autism" or "Asperger" in the title were manually screened. Publications that did not pertain to the research question of the current study, meaning they contained the search terms in a different context, were excluded. The search also included papers that were cited in the articles which were selected for inclusion. Studies published between 2010 and the spring of 2023 were included in this literature review. The literature searches were conducted in the winter of 2022 and again in the spring of 2023. The Web of Science allowed us to refine our search results by choosing pertinent research areas. We utilized this function by selecting "education-educational research." Within this database, the search yielded 102 papers, of which 8 met the inclusion criteria. EBSCO Host provided the option to search several databases. This search returned 113 papers, with six qualifying for inclusion. ProQuest Central provided the option to narrow down the search result by title; we selected autism or Asperger’s. This search returned 82 papers, of which eight qualified for review. Social Science Database produced 22 papers, four qualifying for A 45 Year 2023 Global Journal of Medical Research Volume XXIII Issue III Version I ( DD ) A © 2023 Global Journals