ABSTRACT
It is important to describe in detail the educationally significant differences that exist in inclusive classrooms. Teachers need to have a deep understanding of these differences in order to know when, where and how to adapt curriculum and instruction. However, the point is made that while these differences are important, it is also true that students are more alike than they are different one from another. There are many occasions when no adaptations to a lesson is necessary. The chapter covers differences in intelligence, socio-economic status, culture and ethnicity, language proficiency and English as a second or additional language, gender and gender identity, aptitude and talent, and disabilities.
