In this article, we examine several important issues for special educators in the implementation of cooperative learning. To address effectively the needs of students with mild disabilities in regular classrooms and curricula requires a multi-faceted approach that incorporates the dynamics of reciprocal collaboration, cooperative learning, teaming, and effective instructional support technaques. The need for a collaborative ethic among general and special educators is descrihed. The efficacy of cooperative learning that focuses upon achievement outcomes especially related to students with mild disabilities is reviewed. The components of a cooperative approach that enhances the integration of students with mild disabilities and fosters high achievement levels are discussed, as well as a schoolwide restructuring model designed to embrace student diversity and enhance the achievement of all students, including students with mild disabilities, in regular classrooms.
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