The integration or inclusion of special education students in American schools still remains a controversial debate today. There are the arguments that teachers tend to spend more time tending to the needs of special education students, therefore not enough time with regular students, and also this forced inclusion - as expressed by Southwest Educational Development Laboratory, the nonprofit research and development company, "leaves teachers without the resources, training, and other supports needed to teach students with disabilities in their classrooms" (SEDL, 1995). Proponents of integration – as expressed in Raven's Guide – argue that removing students with disabilities from the mainstream classroom stigmatizes them and often fails to improve their academic performance (Gorski, 2014), and as expressed by Kelly Gorski , author and special education activist, “Some school students may learn in a mainstream educational environment and then seek outside help through learning support teachers; However, other students, with more immediate needs, are unable or unwilling to advocate for themselves and, as a result, help will be provided too little, too late” (Gorski, 2014). This remains a controversial and complex debate because, arguably, both sides of the argument have plausible premises for their views. For some, parents, teachers, schools – and other parties involved in education, likewise – want to teach and help students, and they want to create the best and most effective learning environments possible , thus - and because of this factor alone - today's educational system is not a permanent system, but consists of constant changes, adaptations and trials - research, investigations and tests are constantly carried out in a continuous pursuit...... middle of paper ... their development, forcing them to turn back and seek external mentoring and education. James M. Lang, author of On Course: A Week-by-Week Guide to Your First Semester of College Teaching and associate professor of English, wrote in his book that "teachers often spend too much time worrying about “coverage” – of what they will teach – when developing their programs” (Lang, 2010). Teachers are too concerned with following the curriculum and covering each topic on time that they often move on to the next topic, leaving students who have not yet fully learned the context in the dark. Differentiated instruction and special education student integration can help new and returning teachers develop the ability to teach effectively and adapt to the specific needs of different students. These skills will also make them better, more effective teachers...