"The development of positive social relationships and networks is a particularly important and problematic goal for students with moderate and severe disabilities--because this is the group of children who have been most routinely segregated from contact with "typical" children in general education classrooms (Brown et al., 1989; Haring & Breen, 1989; Meyer & Putnam, 1988; Stainback & Stainback, 1987 as cited by Salifsbury "Strategies that promote social relations among elementary student with and without severe disabilities in inclusive schools).






I teach a junior high special education class and my class is made up of three grades of students who I teach for three years. When I first started to learn about multiage classrooms,classrooms I thought well, itfound soundssome similarsimilarities to what Ihow teach because I do have multiple ages andages, typically have a non-graded curriculum.curriculum, Myfocus on authentic learning and all students have an individualized program plan.My students leave the class throughout the day to integrate into other classes such as phys-ed, religion and art, but their core academic classes are with me. After learning more about multiage teaching, I've considered what a benefit it would be for my students to be in a "true" multiage class. classroom.

One of the challenges is finding curriculum which is suitable for my students when they are in other classrooms; I may have a student reading at a grade 2-3 level, but working in a grade 9 class. How do you modify the material when all the other students are supposed to be working at a grade 9 level and how to you accommodate those needs?

Another challenge is making sure the students are a part of the school community and not isolated because of their differences. Integration and inclusion is so important to the develop of their social skills and especially their self-esteem.


A multiage class would be ideal for including students with special needs by:

• presenting students with work which is the same as all the other students, but tailored to meet their ability.
• a curriculum which is differentiated so it can accommodate individual student's needs.
• giving students much needed leadership roles to help build self-esteem.
• providing students with mentors to develop appropriate social and life skills.
• highlitinghigh-liting differences in a positive way to the rest of the class and school population.
• helping students develop positive peer relationships.
• reducing anxiety from transitions each year.
• being included in all aspects of the classroom experience.