Tracking, Grouping and “Dis-Ability”� in the Classroom. Read the article, “Into the Mainstream.”� What are the unique challenges and rewards of integrating kids labeled “disabled”� into mainstream classrooms? How can these observations be applied to ideas regarding tracking of non-disabled students and grouping by ability in the classroom? Provide an example from your own experience or suggest ways you could work with students with a wide range of abilities to feel more integrated in the classroom setting. Respond to at least two of your classmates’ postings in a thoughtful and substantive manner.