Special Education students in streamed classrooms can be provided with opportunities to engage in rich thinking opportunities, either in the small classroom environment or integrated with grade-level classmates. With supporting documents from Lambert, Karp, and NCTM/NCSM Position Papers, I engaged in pilot opportunities to expose grade-level material to students with IEPs. The use of random groups, learning skill continua, priming (pre-teaching), and access to rich tasks led to an increase of student engagement, student achievement, and teacher confidence. This session will explore some of the supporting research, summarize key takeaways from the experience, lay the groundwork for new inquiry this school year, and build a professional learning community from the attendees.
