Mainstreaming or including special education students in American schools remains a controversial debate today. It is argued that teachers tend to spend more time meeting the needs of special education students, thus not enough time with regular students, and also that forced inclusion, as expressed by the Southwest Educational Development Laboratory, the non-profit research and development, “leaves classroom teachers without the resources, training, and other supports needed to teach students with disabilities in their classrooms” (SEDL, 1995). People who support mainstreaming – as expressed by 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 activist for special education, “some students who are integrated may learn in a regular educational environment and then seek external assistance through learning support teachers; other students, however, with more immediate needs, are unable or unwilling to be self-advocates and so help will be given too little, too late” (Gorski, 2014). It remains a controversial and complex debate because, arguably, both sides of the issue have plausible premises for their views. Of course, parents, teachers, schools – and even other stakeholders in education – want to teach and help students, and they want to create the best and most efficient learning environments possible, therefore, and only because of this factor, today's education system is not permanent, but consists of continuous changes, adaptations and tests; research, surveys and tests are constantly conducted in an ongoing quest…halfway…of their development, forcing them to backtrack and seek outside mentorship 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,” that is, what they will teach – when they put their programs together” (Lang, 2010). Teachers are too worried about following the syllabus and covering each topic on time and often move on to the next topic, leaving students in the dark who have not yet fully learned the context. Differentiated teaching and integration of special education students can help new and existing teachers develop the ability to teach effectively and adapt to the specific needs of different students, and these skills will also make them better and more effective..