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13 January 2005: Stories From Full Inclusion (2 of 7)
Each of the three SH students had a different diagnosis and a different list of accomodations. With the help of one para-professional aide, as well as two inclusion support teachers, it was my responsiblity to provide these students their fourth-grade curriculum.
It was wonderful. My SH students were as much a part of our classroom community as any other student. They never went without discussion partners, didn't work alone on group projects, and often made positive and valuable contributions to our class discussions.
My belief is that this happened naturally in my classroom because of my personal passion about differentiation. Because differentiated instruction was so pervasive in our classroom, my students knew everyone was getting what they needed. They understood that what everyone needed was different, and no student could compare themselves to another. No student more than Harry could demonstrate this more clearly.
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