A Framework to Structure CSCL for Pupils with Cognitive Disabilities

Verbal communication is a key not only for learning but also for every day life. Since one goal of schools for pupils with cognitive disabilities is to prepare pupils to manage their every day life on their own, we expect that teaching pupils how to learn and work collaboratively by sharing tasks, give directions to each other and understand them, will support this process. In this paper we will present an environment which supports implicit scripted collaborative task solving without increasing cognitive load.