In every school there is a wide variety of diversity spread in the classrooms; Many children have learning disabilities, and the disability itself varies, whether it affects reading, writing, listening, or learning in general, but should these students be placed in the same classroom as average students? Since some of these disabilities are present, their learning process can be affected, so the teacher must be informed on how to effectively manage and teach these students. There are also handicapped children, which is easily confused with the same thing as disabled people. The Becoming a Teacher textbook reveals that “A disability… results from a loss of physical functioning (e.g., loss of vision, hearing, mobility) or difficulties in learning and social adjustment that interferes significantly with normal growth and development. A handicap is a limitation imposed on the individual by environmental demands and is related to the individual's ability to adapt or adjust to those demands (Harman, Drew and Egan 1999,3)” (204). Because these students with learning disabilities have difficulty learning in the same way as average students, the teacher must find a way to teach both effectively, but without being ahead of the disabled or falling behind the average student. Because of these challenges, the issue of inclusion has been brought to the attention of the public and school systems. According to the article “Education, Inclusion and Individual Differences: Recognizing and Resolving Dilemmas,” Low (1997) points out that there are three different titles of inclusion. Hard inclusion is all that is taken care of as part of “social arrangements,” and this typically includes… middle of paper… in the classroom, decades of research are needed, and this the topic will be subject of debate until then. Works Cited Norwich, Brahm. “Education, Inclusion, and Individual Differences: Recognizing and Resolving Dilemmas.” British Journal of Educational Studies 50.4 (2002): 482-502. Print.DeMatthews, David Edward, and Hanne Mawhinney. “Addressing the Inclusion Imperative: Urban School District Responses.” Education Policy Analysis Archives 21.61 (2013): 1-27. Educational research completed. Web.Schlesinger, Lynn and Diane E. Taub. Teaching materials for teaching sociology and disability studies. 1st ed. vol. 28. [Washington, DC]: American Sociological Association, 2004. 12-23. Print.Forrest W. Parkay, Beverly Hardcastle Standford, John P. Vaillancourt, Heather C. Stephens. Becoming a teacher. 3rd ed. New Jersey: Pearson Education Canada, 2007. Print