Abstract
The diversity of learners in today's classrooms is impossible to ignore. In addition to cultural and background differences, there is immense academic variance among learners. Despite this variance, students are often expected to learn in schools or classrooms where a one-size-fits-a l curriculum and instruction mentality dominates. Furthermore, although most teachers acknowledge the huge academic diversity in the classroom and affirm the need to address student learning differences, their practice does not often reflect these beliefs (Hertberg-Davis, 2009; Levy, 2008; Tomlinson & McTighe, 2006). Although teachers embrace valuing the child as a unique individual, they often resort to teaching children and assessing learning as if they were all the same (Tomlinson et al., 2003).