Professional Documents
Culture Documents
Bibliography
Rachel
Campbell
University
of
Manitoba
Introduction
to
Inclusive
Special
Education
Mary-Ann
Updike
Overview
of
Change
Project
I
have
noticed
a
separation
in
my
multi-age
classroom,
not
between
the
grades,
but
between
ability
levels.
I
have
realized
that
I
have
unintentionally
enabled
this
by
grouping
students
by
reading
levels,
numeracy
levels,
etc.
This
is
a
problem
especially
for
my
students
with
disabilities
and
my
students
with
academic
struggles,
as
they
are
essentially
being
segregated
during
small
group
instruction
time.
While
I
believe
that
there
is
merit
to
teaching
students
at
their
individual
level,
maybe
this
does
not
need
to
done
by
grouping
them
in
such
a
homogeneous
way.
My
goal
is
to
reassess
how
I
set
up
my
differentiated
ELA
and
math
programs
to
improve
the
social
roles
of
my
devalued
students.
Furthermore,
while
I
teach
in
a
multi-age
setting,
I
have
noticed
that
there
is
a
lack
of
collaboration
outside
of
these
grade
groupings.
I
believe
that
a
whole
school
change
project,
which
would
be
focused
on
cooperative
teaching
and
learning,
could
benefit
not
only
those
who
are
devalued,
but
everyone
in
the
environment.
In
this
plan,
I
will
discuss
how
I
may
use
SRV
theory
to
help
all
of
the
students
in
my
classroom
and
school,
specifically
those
who
are
devalued.
The
SRV
themes
that
I
will
focus
on
include
imitation,
social
imagery
and
the
developmental
model.
Two schools of similar size, in similar socioeconomic areas were compared over a period of
five years. One of the schools had 5 multiage
classrooms (experimental) and the others had all
single-grade, self-contained classrooms (control).
Multi-age classes ranged with one class having
children between ages 6-8, one from 7-9, one from
8-10 and two from 9-11. Students from both schools
were consistently tested on reading, math, selfconcept and attitude toward school. To avoid
biases, classroom teachers were not involved in the
testing process, whatsoever. Independent
researchers administered and scored all the tests.
because they have formed meaningful relationships and thus meaningful and positive social roles. Although I
cannot change the class groupings at my school, I can give students more opportunities to build relationships
with other students outside of their classes. I am currently working on this through reading buddies and crossage clubs.
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