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Tracking and Grouping

What are the unique challenges and rewards of integrating kids labeled "disabled" into mainstream classrooms? How can these observations be applied to ideas regarding tracking of non-disabled students and grouping by ability in the classroom? Provide an example from your own experience or suggest ways you could work with students with a wide range of abilities to feel more integrated in the classroom setting.

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As you list the unique challenges and rewards of integrating kids labeled "disabled" into mainstream classrooms, the challenges for me include: modifying content to suit the special needs learner, keeping the pace at a level where the disabled student feels at ease, not overwhelmed with content, working in teams to ensure peer ...

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This solution briefly discusses some of the unique challenges and rewards of integrating kids labeled "disabled" into mainstream classrooms from a personal standpoint. Personal notes, not references, are offered.

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