Mixed-ability groupings help us all learn together
Children learn from each other when they are not unintentionally excluded by teachers.
One of the things that troubles me, when I think about inclusion in schools, is unintentional exclusion.
I don’t mean exclusion in the official sense – rather the way we divide children through setting and intervention. We “other” children without even meaning to.
Every time we send a child to work exclusively or in a small group with a TA, we do it. We also do it when we give disabled children – and by this I mean children disabled by the school environment and the curriculum, not necessarily those in wheelchairs – preferential treatment, without explaining why to the rest of the class.