Hopefully I have persuaded you—if you did need persuading—that students are indeed diverse. The important question that follows from this point is what to do about the diversity. I have begun answering that question by including a number of suggestions in the sections and paragraphs of this chapter. But there is obviously more to be said about accommodating diversity—about actually working with students’ diversity and turning it into a resource rather than a burden or challenge. In the rest of this book therefore I offer more suggestions not only about knowing how different one student can be from another, but also about diversifying teaching to acknowledge this fact. Differences among students remain a challenge during all phases of teaching, from planning instruction, to implementing lessons and activities, to assessing students’ learning after lessons or activities are all finished. In the next chapter, I illustrate this reality by describing how students with disabilities can be included in classroom life—one of the more telling examples of accommodating to diversity.