In every school, there is a wide variety of diversity spread throughout the classrooms; many children have learning difficulties, and the disability itself varies, whether it affects their reading, writing, listening or general learning, but should these students be placed in the same class as average students? Since some of these disabilities are present, their learning process may be affected, so the teacher must know how to manage and teach these students effectively. There are also children with disabilities, which is easily confused with the disabled. The Becoming a Teacher manual reveals: “A disability…results from a loss of physical functioning (for example, loss of vision, hearing, mobility) or difficulties in learning and social adjustment that interfere with significantly with normal growth and development. A disability 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) . Since these students with learning disabilities have difficulty learning in the same way as the average student, the teacher must find a way to teach both effectively, but without getting ahead of the disabled or taking behind the average student. Because of these challenges, the issue of inclusion has been brought to the attention of the public and the school system. According to the article “Education, Inclusion, and Individual Differences: Recognizing and Resolving Dilemmas,” Low (1997) makes it a point to say that there are three different titles of inclusion. Hard inclusion is that everything is taken care of within "social arrangements", and this usually includes...... middle of paper ...... in the classroom, decades of research are necessary, and this subject will be the 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. “Meeting the Inclusion Imperative: Responses from an Urban School District.” Archives of Education Policy Analysis 21.61 (2013): 1-27. Educational research completed. Web. Schlesinger, Lynn and Diane E. Taub. Educational materials for teaching sociology and disability studies. 1st ed. Flight. 28. [Washington, DC]: American Sociological Association, 2004. 12-23. Print.Forrest W. Parkay, Beverly Hardcastle Standford, John P. Vaillancourt, Heather C. Stephens. Become a teacher. 3rd ed. New Jersey: Pearson Education Canada, 2007. Print