A rationale for differentiating instruction in the regular classroom

This article articulates what might be called a value-based argument, a philosophical statement, one that emphasizes principles and perspectives that have remained precious to the author throughout 40 years in the field of education. It is the author's perspective on research and the school experience rather than a review of the research literature and, as such, strongly reflects a point of view. The author argues that heterogeneous classrooms and differentiated instruction must form the core of the classroom experience for students in a democracy that works.