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Journal articles on the topic 'Mixed Ability'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Werner, Robert J. "Mixed-Ability Teaching." ELT Journal 72, no. 2 (2018): 223–25. http://dx.doi.org/10.1093/elt/ccx067.

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2

Skov, Poul. "Mixed Ability Teaching." Scandinavian Journal of Educational Research 30, no. 2 (1986): 85–94. http://dx.doi.org/10.1080/0031383860300203.

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3

Akramov, Sh R. "TEACHING A FOREIGN LANGUAGE IN A MIXED ABILITY CLASS." American Journal of Social Science and Education Innovations 04, no. 12 (2022): 01–04. http://dx.doi.org/10.37547/tajssei/volume04issue12-01.

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Quite often in the practice of teaching English, you can hear from colleagues: “Again on this course I got a mixed-ability group!” Is it for good or as a punishment that we are given a situation in which we are forced to work with a group of students of different levels of training? In this article, we'll examine factors that determine how to work with these classes and potential difficulties EFL teachers could encounter, benefits of instructing these students, and advice and tactics for handling these situations.

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4

Dsouza., Giselle. "MIXED ABILITY GROUPING: MAKING DIFFERENCES COUNT." International Journal of Advanced Research 5, no. 6 (2017): 467–71. http://dx.doi.org/10.21474/ijar01/4434.

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5

Shaw, Michael A. "Word and Image—Mixed Ability Poetry?" English in Education 19, no. 1 (1985): 14–16. http://dx.doi.org/10.1111/j.1754-8845.1985.tb00503.x.

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Urolova, Khadicha, and Ibrokhimbek Soatov. "Developing speaking in mixed-ability classes." Зарубежная лингвистика и лингводидактика 1, no. 1 (2023): 58–63. http://dx.doi.org/10.47689/2181-3701-vol1-iss1-pp58-63.

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The research paper will discuss how speaking skills in differentiation classrooms or mixed-ability classes should be simultaneously improved. What comes to our mind when we hear “mixed ability classes”? How can we develop pupils’ speaking skills in such classes? All teachers want to find out appropriate solution to this problem. Teachers have to conduct their speaking lessons according to their learners’ needs and lack. What should they do if the lacks and needs differ from each other and the pupils have differentiated abilities? So, in such classes, pupils have different grammar knowledge, di

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7

Milburn, Joe. "Against Mixed Epistemology." Principia: an international journal of epistemology 19, no. 2 (2015): 183. http://dx.doi.org/10.5007/1808-1711.2015v19n2p183.

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http://dx.doi.org/10.5007/1808-1711.2015v19n2p183We can call any reductive account of knowledge that appeals to both safety and ability conditions a mixed account of knowledge. Examples of mixed accounts of knowledge include Pritchard’s (2012) Anti-Luck Virtue Epistemology, Kelp’s (2013) Safe-Apt account of knowledge, and Turri’s (2011) Ample belief account of knowledge. Mixed accounts of knowledge are motivated by well-known counterexamples to pure safety and pure ability accounts of knowledge. It is thought that by combining both safety and ability conditions we can give an extensionally ade

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Reynolds, Alan, Fiona Husein, and Paul Richardson. "Strategies for mixed ability teaching within English." Support for Learning 5, no. 4 (1990): 186–92. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00187.x.

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9

Adhami, Mundher. "Responsive questioning in a mixed‐ability group." Support for Learning 16, no. 1 (2001): 28–34. http://dx.doi.org/10.1111/1467-9604.00182.

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10

Kettler, Todd, and Marc Curliss. "Mathematical Acceleration in a Mixed-Ability Classroom." Gifted Child Today 26, no. 1 (2003): 52–55. http://dx.doi.org/10.4219/gct-2003-89.

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What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the nee

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11

Tomlinson, B. "Using poetry with mixed ability language classes." ELT Journal 40, no. 1 (1986): 33–41. http://dx.doi.org/10.1093/elt/40.1.33.

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12

Kinder, Cassandra, and Corey Webel. "Beyond Mixed-Ability Grouping: What to Consider?" Mathematics Teacher: Learning and Teaching PK-12 118, no. 4 (2025): 273–79. https://doi.org/10.5951/mtlt.2023.0359.

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Ma'rufova, Sarvinoz Murotjon qizi, and Mukammal Umaraliyevna Kosimova. "COVERING THE NEEDS OF MIXED-ABILITY CLASSV." GOLDEN BRAIN 1, no. 30 (2023): 117–22. https://doi.org/10.5281/zenodo.10073257.

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<i>Mixed-ability classrooms have been identified as one of the most significant detriments to students studying at schools. There is rising worry about the effects of mixed-ability courses, prompting the need for a research to identify alternatives. This study includes five female EFL teachers who work at schools, and their responses were acquired through interview.  The questionnaires addressed this issue on several levels, including teaching and learning, materials, motivation, and class management procedures. </i>

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14

Bhandari, Bhim Lal. "Challenges of Teaching English in Mixed Ability Classrooms." Butwal Campus Journal 2, no. 1 (2020): 40–48. http://dx.doi.org/10.3126/bcj.v2i1.35669.

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15

Bevis, Alexandra, Kate Waterworth, and Suzie Mudge. "Participants’ experiences of a mixed-ability yoga series." New Zealand Journal of Physiotherapy 46, no. 1 (2018): 29–35. http://dx.doi.org/10.15619/nzjp/46.1.03.

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Wroblewski, Bartlomiej, and Marie Majerová. "Teaching strategies and techniques in mixed-ability classes." CASALC Review 9, no. 2 (2019): 31. http://dx.doi.org/10.5817/casalc2019-2-3.

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V příspěvku autoři hodnotí svoji každodenní zkušenost s výukou heterogenních studijních skupin na vysoké škole. V první části autoři popisují typické složení studijní skupiny kurzů „Angličtiny pro zdravotníky“ a charakterizují studenty z hlediska vstupní jazykové competence a věkového složení. Pozornost je věnována problematice jazykových vloh a motivace. V druhé části jsou prezentovány praktické výukové komponenty používané s cílem maximalizovat aktivní zapojení a jazykový růst každého jednotlivého studenta. Praktická zkušenost je reflektována ve vztahu k aktuálním výukovým metodám. Diskutova

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17

Gibbs-Brown, Rebecca. "Exercise prescription in mixed-ability community cardiac rehabilitation." British Journal of Cardiac Nursing 10, no. 10 (2015): 510–11. http://dx.doi.org/10.12968/bjca.2015.10.10.510.

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18

Elbaum, Batya, Sally Watson Moody, and Jeanne Shay Schumm. "Mixed-Ability Grouping for Reading: What Students Think." Learning Disabilities Research and Practice 14, no. 1 (1999): 61–66. http://dx.doi.org/10.1207/sldrp1401_6.

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19

Galvão, Ana Beatriz. "Changes in predictive ability with mixed frequency data." International Journal of Forecasting 29, no. 3 (2013): 395–410. http://dx.doi.org/10.1016/j.ijforecast.2012.10.006.

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20

Siddique, Sharmin. "Teaching Writing Skill Effectively in Mixed ability Classes: An Investigation of Tertiary Level Students." DIU Journal of Humanities & Social Science 3 (October 19, 2024): 103–19. https://doi.org/10.5281/zenodo.13954095.

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 Mixed ability class is an important fact of all language classes, nomatter where do teachers live in the world or which educational institute theyteach. In a mixed ability language class, most of the language teachers oftenface the challenges of having wide range of language proficiency levels of thestudents. Not only the teachers, but also the students feel frustrated anddemotivated in a mixed ability class. This paper is an endeavor to identifysome problems of teaching writing skill in mixed ability classes at tertiarylevel in private universities in Bangladesh. This study aims at find

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Siddique, Sharmin. "Teaching writing skill effectively in MixedAbility classes: an investigation of tertiary level students." DIU Journal of Humanities and Social Science 3 (October 2, 2024): 103–19. https://doi.org/10.5281/zenodo.13879483.

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Mixed ability class is an important fact of all language classes, no matter where do teachers live in the world or which educational institute they teach. In a mixed ability language class, most of the language teachers often face the challenges of having wide range of language proficiency levels of the students. Not only the teachers, but also the students feel frustrated and demotivated in a mixed ability class. This paper is an endeavor to identify some problems of teaching writing skill in mixed ability classes at tertiary level in private universities in Bangladesh. This study aims at fin

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22

Ranjet Singh, Dulip Singh. "One Text, Multi-Tasks Meeting the Mixed-Ability Challenge." Advances in Language and Literary Studies 4, no. 1 (2013): 1–12. http://dx.doi.org/10.7575/aiac.alls.v.4n.1p.1.

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23

Xue-Gang, Li, Wu Guang-Quan, Zhang Ming-Xiao, and Liu Fa-Min. "The Surface Activity and Solubilization Ability of Mixed Surfactant." Acta Physico-Chimica Sinica 11, no. 08 (1995): 758–61. http://dx.doi.org/10.3866/pku.whxb19950819.

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24

Hordiienko, N. M., and L. V. Lomakina. "TEACHING EFL TO MIXED-ABILITY CLASSES: STRATEGIES, CHALLENGES, SOLUTIONS." Advanced Education, no. 3 (July 7, 2015): 39–43. http://dx.doi.org/10.20535/2410-8286.44198.

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25

Peters, Madeline A. E., and Arthur E. Weis. "Selection for pollen competitive ability in mixed-mating systems." Evolution 72, no. 11 (2018): 2513–36. http://dx.doi.org/10.1111/evo.13597.

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26

Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign l

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27

Bresson, É., R. Laprise, D. Paquin, J. M. Thériault, and R. de Elía. "Evaluating the Ability of CRCM5 to Simulate Mixed Precipitation." Atmosphere-Ocean 55, no. 2 (2017): 79–93. http://dx.doi.org/10.1080/07055900.2017.1310084.

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28

Shcherbyna, V. V. "HOW TO MOTIVATE STUDENTS IN A MIXED ABILITY GROUP." Innovate Pedagogy 3, no. 55 (2023): 67–73. http://dx.doi.org/10.32782/2663-6085/2023/55.3.14.

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29

Sytailo, N. M., N. Ye Doronkina, and O. V. Ivasiuk. "PECULIARITIES OF TEACHING ENGLISH ONLINE TO MIXED-ABILITY CLASSES." Innovate Pedagogy 2, no. 63 (2023): 207–10. http://dx.doi.org/10.32782/2663-6085/2023/63.2.42.

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30

Bhandari, Bhim Lal, Laxman Prasad Bhandari, and Naomie S. Baguinat. "Teachers' Practices of Differentiated Instruction in Mixed-Ability Classrooms." Journal of Languages and Language Teaching 13, no. 2 (2025): 912. https://doi.org/10.33394/jollt.v13i2.13573.

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Differentiated instruction is a critical educational strategy for addressing the diverse needs of students in mixed-ability classrooms. However, its consistent application remains a challenge, influenced by teachers' comprehension of differentiated instruction and the challenges they face in practice. This paper aims to delve deep into English language teachers' practices of differentiated instruction in mixed-ability classrooms. The semi-structured interview as an information-gathering strategy was employed to explore the participants’ narratives of differentiated instruction and the problems

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31

Holguin-Alvarez, Jhon, Jenny Ruiz-Salazar, Giovanna Manrique-Alvarez, Juan Antonio Picoy Gonzales, and Ana Holgado-Quispe. "Mixed gamification with virtual tools modify poor school performance." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1663–73. https://doi.org/10.11591/ijere.v12i3.25530.

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Currently, the use of gamifiers as teaching tools in virtuality is present due to the digital education that is developed in Latin America. The objective was to determine the effects of two methodologies: i) Mixed gamification; and ii) Usefulness of virtual teaching tools, in the cognitive processes of poor school performance. The methodology was experimental, quantitative. The evaluation was carried out on 150 Spanish-speaking schoolchildren, divided into three comparison groups (8.5 years of age ±0.4). They underwent 40 learning sessions with the D-S-F methodology (dynamics, strategy,

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32

Zakarneh, Bilal, Najah Al-Ramahi, and Mahmoud Mahmoud. "Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities." International Journal of Higher Education 9, no. 1 (2020): 256. http://dx.doi.org/10.5430/ijhe.v9n1p256.

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One of the greatest challenges experienced by teachers teaching students who learn English as a foreign or a second language is teaching a class consisting of fast learners and slow learners commonly referred to as mixed-ability classes. The present study investigates challenges experienced by teachers of English language classes encompassing slow learners and fast learners. Data was collected using survey questionnaire and analyzed using Microsoft excel. Results revealed that teachers of English language experience several challenges: mixed-ability class tend to be uncooperative and fast lear

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HAZAEA, Abduljalil Nasr. "Process-Genre Approach in Mixed-Ability Classes: Correlational Study between EFL Academic Paragraph Reading and Writing." Novitas-ROYAL (Research on Youth and Language) 17, no. 2 (2023): 1–12. https://doi.org/10.5281/zenodo.10015742.

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Writing and reading are two interconnected literacy skills. In English as a foreign language (EFL) mixed-ability classes, the process genre approach (PGA) has become necessary for EFL students to exchange skills and processes of reading with writing academic paragraphs. This study examines and correlates the achievement scores of academic paragraph reading and writing among EFL mixed-ability class students. Data were collected by using the achievement tests in reading and writing among mixed-ability classes of EFL students in the preparatory year of Najran University. Data were analyzed throug

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Norhojaeva, Muborak. "INSTRUCTING STUDENTS WITH VARIED SKILL LEVELS IN EDUCATIONAL SETTINGS." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 129–32. https://doi.org/10.5281/zenodo.14208828.

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<em>The primary goal of education is not only to provide students with valuable information but also to cultivate their critical thinking skills, decision-making abilities, and mental capacities. Educators should inspire students' curiosity, creativity, and imagination; expand their perspectives; enhance their thinking processes; and enrich their overall knowledge. However, each student possesses unique potential, learning at their own pace and in their own way, influenced by their personality, learning style, or even gender. Such a classroom is referred to as a mixed-ability class. This paper

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35

Barker, Alison. "Bottom: A Case Study Comparing Teaching Low Ability and Mixed Ability Year 9 English Classes." English in Education 37, no. 1 (2003): 4–14. http://dx.doi.org/10.1111/j.1754-8845.2003.tb00586.x.

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36

Yang, Jin Chao, Chun Ming Wang, Shu Guang Wang, Qing Chen, and Jian Hua Chen. "Experimental Research on Anti-Cracking Ability of Polyacrylonitrile Fiber Mortar." Advanced Materials Research 1095 (March 2015): 237–41. http://dx.doi.org/10.4028/www.scientific.net/amr.1095.237.

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This paper adopts panel constraint method to research the influence of different mixing amount of polyacrylonitrile fiber on plastic cracking of mortar. The research result shows that polyacrylonitrile fiber can prevent cracking and refine the cracks, and the effect will become more obvious with increase of its mixed amount. When the mixed fiber in mortar is more than 1.0kg/m3, the crack can be reduced to more than 90%. The best mixed amount of polyacrylonitrile fiber in mortar is 1~1.5kg/m3. This experimental result can provide theoretical basis for improving anti-cracking performance of mort

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37

Cafaro, Francesco, Erin Brady, Sowmya Chandra, Ulka Patil, and Abhijeet Saxena. "E Pluribus Unum: Using Conceptual Metaphor Theory to Explore and Support Mixed-Ability Workplaces." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (2021): 1–31. http://dx.doi.org/10.1145/3479528.

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Even when they are able to secure employment, people with cognitive disabilities typically encounter significant difficulties in the workplace. In this paper, we focus on Mixed-Ability workplaces: work settings in which people without disabilities and with different types of disabilities collaborate on a daily basis. The case study for our exploratory research is a university library that has been able to support a mixed-ability work setting for over four years. We describe how a theory from cognitive linguistics (Conceptual Metaphor Theory) can be used to explore the challenges that people en

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38

Alikulova, Diana Maratovna. "INDIVIDUALIZATION, DIFFERENTIATION AND MATERIAL ADAPTATION IN TEACHING MIXED ABILITY GROUPS." Nauka v sovremennom mire 39, no. 6 (2019): 114–22. http://dx.doi.org/10.31618/2524-0935-2019-39-6-114-122.

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39

Rich, Yisrael. "Curriculum development for co‐operative learning in mixed ability classes." Journal of Curriculum Studies 18, no. 3 (1986): 339–41. http://dx.doi.org/10.1080/0022027860180309.

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40

Kottacheruvu, Nagendra, and Suresh Jampa. "Strategies for Managing Mixed Ability Classes in English Language Teaching." International Journal of Religion 5, no. 10 (2024): 4069–73. http://dx.doi.org/10.61707/5m9qvk87.

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Heterogenous classes are outstanding not unusual in schools not just for language training but for the whole thing. Students come from one of a kind backgrounds, learn at specific speeds, have extraordinary talents, and motivation tiers. Having everyone be the identical in a class simply does not work, irrespective of where you are. Knowing how tough it can be to handle variety, instructors need to give you strategies that paintings for all of us in mixed ability training. So, what can they do? Firstly, teachers have to in reality get to recognise every student’s strengths, weaknesses, and the

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41

Stoichkova, Elitsa. "Mixed-ability Groups – A Challenge or an Opportunity in Disguise." Open Journal for Studies in Linguistics 7, no. 1 (2024): 25–32. http://dx.doi.org/10.32591/coas.ojsl.0701.03025s.

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Language instructors have always been provoked by a variety of impediments to their students. The present article is based on the author’s research, reflections and observations as an experienced language teacher in the English for Specific Purposes (ESP), branch of English Language Teaching (ELT). Success, in terms of language acquisition, is the greatest motivator and as such, considering the multifaceted nature of ELT, we all strive for it. Based on the literature review and the topicality of the problem, the author attempted to devise techniques and highlight principles to help language te

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42

Dekker, Rijkje. "Roos and Jos�, two children in a mixed ability group." Educational Studies in Mathematics 18, no. 3 (1987): 317–24. http://dx.doi.org/10.1007/bf00386201.

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43

Saidrasulova, Shaxnoza. "APPLYING VARIOUS TEACHING METHODS IN CLASSES FOR MIXED-ABILITY STUDENTS." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 155–58. https://doi.org/10.5281/zenodo.14208954.

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<em>The primary aim of this article is to present a method for teaching English in mixed-ability classes. This approach, based on my teaching experience, emphasizes simultaneously focusing on both syntagmatic and paradigmatic language relations. Although memorizing lengthy vocabulary lists and teaching grammatical rules can often be seen as tedious, they remain essential for learners. Given that there is a significant amount of material to cover in a limited time, reading texts are broken down into phrasal-level syntagms. As a pre-reading activity, students receive lists of these syntagms alon

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44

Sefain, Samir. "Effective strategies for teaching mixed-ability learners with differentiated instruction." Tópicos Educacionais 31, no. 1 (2025): 1–27. https://doi.org/10.51359/2448-0215.2025.265803.

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Teachers face difficulties while teaching mixed-ability classes because students vary greatly in their learning styles, rates of acquisition, prior knowledge, and capacity to evaluate and build on new knowledge. Slow learners will feel ignored and lose enthusiasm if the teacher concentrates on the more advanced students. Conversely, advanced students will become disinterested and may start making noise in the classroom if the emphasis is on slow learners. Therefore, educators should adapt their teaching methods to accommodate students' different demands. However, it takes a lot of time and eff

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Spasic-Snele, Miljana, and Mila Guberinic. "The ability to experience mixed emotions in children aged 5 to 10 years." Psihologija, no. 00 (2021): 13. http://dx.doi.org/10.2298/psi210311013s.

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The main aim of this study was to examine children?s ability to verbally report experiencing allocentric mixed emotions in 60 children aged 5 to 10 years from three age groups - preschool, second and fourth grade. Five short video-clips from the animated movie ?Dumbo?, in which the protagonist experiences mixed emotions, were used as a stimulus in the study, followed by an interview with the children, while their parents completed the Empathy Quotient questionnaire to assess the child's empathy. The results showed a developmental progression in children?s ability to experience mixed emotions -

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46

Al Baghal, Tarek. "The Effect of Online and Mixed-Mode Measurement of Cognitive Ability." Social Science Computer Review 37, no. 1 (2017): 89–103. http://dx.doi.org/10.1177/0894439317746328.

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A number of studies, particularly longitudinal surveys, are collecting direct measures of cognitive ability, given its importance as a measure in social science research. As longitudinal studies increasingly switch to mixed-mode data collection, frequently including a web component, differences in survey outcomes including cognitive ability may result from mode effects. Differences may arise due to respondent self-selection into mode or due to the mode causing differential measurement. Using a longitudinal survey that measured cognitive ability after introducing a mixed-mode design with a web

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47

Kapustian, A., and N. Cherno. "Determination of complex forming ability of mixed-ligand organic systems relative to the metal ions." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 21, no. 91 (2019): 130–35. http://dx.doi.org/10.32718/nvlvet-f9122.

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It is shown that classical and specific methods for determining the complex forming ability of mixed-ligand organic systems relative to the metal ions is not perfect. Determination of complex-forming ability of mixed-ligand organic systems relative to the metal ions using the method of turbidimetry for media containing biometal chlorides, mixed-ligand systems and sodium carbonate is proposed. As mixed-ligand systems used the culture fluid Bifidobacterium bifidum AC-1670 (mixed-ligand system I), the culture fluid of the composition of probiotic bacteria (mixed-ligand system II), the culture flu

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48

& et al, Raheem. "ABILITY OF SOME FUNGI TO BIOGEGRADE CARBENDAZIM FUNGICIDE." IRAQI JOURNAL OF AGRICULTURAL SCIENCES 52, no. 1 (2021): 259–67. http://dx.doi.org/10.36103/ijas.v52i1.1256.

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This study was amid to isolate soil fungi from agriculture soil and study their roles in the biodegradation of carbendazim fungicide at different concentrations were explored for two periods of incubation. Results showed the highest degradation rates of carbendazim at 4 part per million (ppm) concentration were observed by using single culture of Aspergillus niger (69.66% and 99.96% after 10 and 20 days, respectively).In the mixed cultures of Exerohilum sp., Fusarium sp., and A. niger, the maximum degradation rate (98.34%) was achieved at the same concentration after 10 days. The mixed culture

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Aini, Nurlaili Qurrotu, Muhamad Sofian Hadi, and Haznor Anis Aqilah Hazzaidi. "STUDENTS’ IMPRESSION OF MIND MAPPING TECHNIQUE MIXED WITH FREEWRITING INFLUENCE THEIR WRITING ABILITY." Journal of English Educational Study (JEES) 6, no. 2 (2023): 192–99. http://dx.doi.org/10.31932/jees.v6i2.2729.

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The aim of this research is to find out how students' impressions of the mind mapping technique mixed with freewriting influence their writing ability from Islamic Science University of Malaysia. One communication class was involved in this research with 15 students who take English for Communication subject. The survey research method was used in this research. Technique of collecting the data, the researcher used questionnaire. The results of this research revealed that students’ impressions of the mind mapping technique mixed with freewriting influence their writing ability is excellent. Th

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Corazza, Martino, and Jen Dyer. "A New Model for Inclusive Sports? An Evaluation of Participants’ Experiences of Mixed Ability Rugby." Social Inclusion 5, no. 2 (2017): 130–40. http://dx.doi.org/10.17645/si.v5i2.908.

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Sport has been recognised as a potential catalyst for social inclusion. The Mixed Ability Model represents an innovative approach to inclusive sport by encouraging disabled and non-disabled players to interact in a mainstream club environment. However, research around the impacts of the Model is currently lacking. This paper aims to contribute empirical data to this gap by evaluating participants’ experiences of Mixed Ability Rugby and highlighting implications for future initiatives. Primary qualitative data were collected within two Mixed Ability Rugby teams in the UK and Italy through onlin

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