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20 January 2005: Stories From Full Inclusion (7 of 7)
Sincerely, I think the experience of having a full-inclusion classroom was actually more eye-opening to me than it was to most of my students. The truth is, most of them had been in a full-inclusion classroom since kindergarten. They already knew the SH students in our classroom, either from previous classes or from recess.
Although the term "full-inclusion" is debatable in even the best situations, having ability-diversity in my classroom was one more way that I was challenged to differentiate for my students. I was forced to confront my own prejudices and ignorance about issues of special education and disability awareness. For all my reflections, my conclusions were not groundbreaking. I learned, once again, that good teaching is good for all students. I learned that beyond practice, understanding the reasons for and methods of differentiation is good for all students.
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