# data[].attributes.body
A "School for all" might be an illusion, but we have to keep trying to develop and aim for it.

# data[].attributes.body
It is a nice idea to think that we can have all the students go through the same models at the same speed and level, but that is simply not true.
We need to scaffold the students so that so that each students gets pushed, without getting confused, and have a calm environment that is not too boring.
I think we should be able to split up the class in different groups where we have each group be of students who has somewhat the same level of skills and abilities. This way The teacher should make sure that each student reaches the goal that has been set for the class, but there should be different ways to get to that goal.
It is my experience that if we mix high level and low level students, then we have a situation where the high level ends up doing the work and won't share / the lower aren't interested

# data[].attributes.body
How far should we take inclusion? I believe that the comprehensive school is something of value, how ever, that is only as far as it goes for students that do not have special needs.

But I fear that reality is that some students needs extra care, and will only thrive from teaching that they will not receive from normal classes, nor "special klasse".
In my hometown before the reform we had a school purely for teaching kids with adhd, when I meet them for the first time, I werent able to grasp how they were as far developed as me. But from the right approach of teaching, you can reach out to every one.

# data[].attributes.body
Some sort of differentiation will always be necessary in order to make sure that every student learn something.

# data[].attributes.body
Differentiation can be necessary for some student, like special needs student (ADHD) who inclusion just doesn't work for.
I'm not a big fan of inclusion so dividing the student could sometimes be very efficient, maybe not in every lesson but some subjects.

# data[].attributes.body
Once upon a time I was a folkeskole-elev (a loooong time ago, yes). I remember there being a "specialklasse" and I remember that we looked at it exactly like that; a “specialklasse" - a group of special kids with special needs who were too something something to be in a class with the rest of us “normal" kids. Because of the this view on them, they were of course NOT part of he rest of the school in a way. We left them out so to speak. And sure, they had special needs and might just have been a biiiit different in some ways, but dividing kids like this only makes the difference between them stronger. We saw them as different, so maybe they started feeling different. So(?) I believe that dividing kids like this, calling some of them "special" don't exactly contribute to "social cohesion". BUT I will acknowledge the problems inclusion brings with it; disturbance in class, more time on preparation, less time for the teacher to spend with/on each student, some students might fall behind, yadda yadda. Plus: it's probably easier for the teachers to divide them. Maybe.

# data[].attributes.body
I don't doubt that we must defend the comprehensive school, but we must not hide, that working with differentiation always will be to take imperfect choises, but best possible choises! We must not ignore, that we never can reach every student 100% but the community, and that social and cultural integration is from a societal point of view more important.

# data[].attributes.body
I think, deviding the students, based on their level is a good idea. I do not see a problem with giving extra attention to the students who need it and letting the students with a higher level of a certain topic, work in a faster pace. Otherwise, I feel that the students who need have a higher level are overlooked and that we don't have enough resssources for those who need extra attention. I can however, see a problem if different topics overlap each other because of this.

# data[].attributes.body
Dividing the class according to the level of the students might be the right thing to do, because the bright students will only work with students at the same level and are not "slowed down" by the weaker students. The teacher will also have the possibility to construct their lessons according to the weaker students.

# data[].attributes.body
Differentiation in relation to teaching in my book is definitely one of the best ways to teach so that one is able to reach out to all the students whether their strength may be reading writing or listening. As for using differentiation in the sense that grouping is formed it has its positives and negatives:
positive-> students can help scaffold each other they don't feel as if they are "less" in their group.
negative- they may be left with the feeling of not being good enough and therefore can lose their motivation or left out if their friends are in the "higher" groups.
Differentiation is not an illusion? It is possible, however it's not without its difficulties. for example when grouping it's not possible for the teacher to be at all he groups at once.

# data[].attributes.body
- means that somehow you'll always have to differentiate your teaching. While it may be a good idea to have differentiated teaching in the classroom, dividing classes in levels may cause social tension between the classes.
But leaving the teachings on the same level in the same classroom may mainly benefit the middle achievers, while leaving low and high in their separate "despairs".
Finally, it may be best to create separate classes for some children, that have serious issues dealing with the normal social and educational environment.