ABSTRACT
This chapter provides the interconnected British studies that investigated young 'normal' children's interactions with classmates with Severe Learning Difficulties (SLD). Various types of child-child learning were discussed as possible models for interaction. Different types of shared learning including buddy systems, peer tutoring, cooperative learning and collaborative learning were reviewed. The SLD school staff hoped that the same work would cultivate their pupil’s independence and abilities to communicate with others. The interviews probed the ordinary school children's understanding of SLD as well as their feelings towards the children with SLD. One child believed that if his friend with SLD was given a Disprin he would be well again and would then resemble children from the ordinary school. Several striking findings emerged from analyses of whether and how ordinary school children interacted with children with SLD. Interaction between ordinary and SLD school children occurred about one quarter of the time.
