This report was prepared by a teacher candidate in the B.Ed. program at Queen s University in 1999-2000. This action research project was conducted during a nine-week placement in an Ontario secondary school during October, November, and December 1999. This anonymous report appears here with the consent of the author.
Inclusion involves all kinds of practices that are ultimately practices of good teaching.
What good teachers do is to think thoughtfully about children and develop ways to reach all children . This is a high standard to achieve, and I quickly learned during my practicum that meeting a diverse range of needs within a classroom sounds far easier than it actually is. With a broad range of ability levels, the students in the first class I taught during my practicum challenged me to meet that high standard. My associate teacher and I had agreed that I should make the most of my practicum and work with a challenging group of students. Teaching this class was definitely a rigorous training.