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.

 

Read more