The types of peers matter.

O'Connor, R.E., Jenkins, J.R. (1996). Cooperative learning as an inclusion strategy: A closer look. Exceptionality, 6(1), 29-51. doi: 10.1207/s15327035ex0601_3

Cooperative learning ties with Vygotsky, student's work in the zone of proximal development.

Cooperative integrated reading and composition (CIRC) model – a mixture of instruction, individual reading, assessment and cooperative group work, normally given in the order of instruction, group work, individual assessment and group recognition. This model rewards the group for the improvement of individuals. The groups were nominally four students, of mixed ethnicity, gender and achievement. Each group were give reading tasks at the same reading ability level.

In the first year of their study was at a single school, where there were 12 students with learning disabilities (11 qualified for special education support, where the twelfth qualified for behavioural support). Two students were dropped from the study due to insufficient cooperative learning observation time as they received specialist tuition. Also observed was an average student of the same gender and class for each student with a learning disability. The school was in its fourth year of CIRC implementation and the teachers had received substantial training in cooperative learning. They observed student behaviour and interactions.

The authors give many examples of interactions between students with learning disabilities and their tutoring peer, some positive, some negative, some neutral. The focus of the study had been the interactions between the students with disability and their tutoring peer. The teaching environment was also found to affect the success of cooperative learning exercises. The content of the paper is very detailed and an excellent read for methodology in these types of exercises.