Ruthanne Tobin, University of Victoria

In a collaborative research project, two inclusion teachers and their principal demonstrate ways to enhance the inclusion experience for five exceptional students: four with mild intellectual disabilities and one with a learning disability. The findings revealed that one teacher engaged in positive interactions in the classroom by positioning the exceptional learners as "knowers" (Fairclough, 1995) among their peers while at the same time differentiating instruction. A second teacher placed an emphasis on facilitating social learning and establishing predictable and accountable routines. The principal held "Good New Visits" with the students one to two times per week in response to written memos from their teachers as a means of engendering positive trust relationships with the students.

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