본 연구에서는 장애학생을 대상으로 이루어진 최근 10년간 협동학습 중재연구의 경향을 살펴보고, 연구의 특징과 효과성을 탐색하였다. 대상 연구들은 연구대상자, 연구대상자 선별도구, 연구교과, 연구설계, 중재정보, 효과 측정도구 측면으로 구분하여 분석하였다. 분석결과, 최근 10년간 학술지에 실린 장애학생 대상 협동학습 중재연구는 23편으로 일반교육에 비해 매우 제한적으로 나타났다. 그러나 중재 효과는 학업적인 측면은 물론 문제행동, 사회적 기술, 학습에 대한 태도, 동료학습자에 대한 태도 등 다양한 영역에서 효과가 있는 것으로 나타났다. 그러나 중재 연구 수행의 엄밀성에 대해서는 많은 개선이 필요한 것으로 나타났다. 이와 같은 결과를 중심으로 추후 협동학습 연구방향과 개선 과제에 대해 논의하였다.

The purpose of this study was to explore the research trends and to investigate the effects of cooperative learning for students with disabilities. An intensive search of the literature between 2000 to April 2009 yielded a total of 23 studies that met the inclusion criteria. This study analyzed the selected studies based on the research participants, instruments for selecting participants, subjects, research designs, intervention information including the types of cooperative learning, group sizes, intervention durations, intervention places, interventionists, implementation fidelity, and effects. The cooperative learning was proved to be effective in many areas such as academic achievement, social skills, challenging behaviors, and attitude toward learning. However, many studies employed pre-post research design, unproven measuring tools, and not tested cooperative learning strategies. Considering currently many special education researchers emphasize the importance of using evidence-based practices, future studies need to employ more sound research methods. The cooperative learning seems to be one of the most promising strategies in inclusive settings. Therefore, we need to investigate the possibilities of the cooperative learning in many settings and activities both schools and othe places to improve the social competency of students with disabilities.