As teachers we tend to teach the way we learn best, with the way we feel comfortable or find the most convenient. We know, though, that students differ greatly in their learning styles, strengths, and weaknesses. The teacher in the TExES classroom understands that to meet the needs of a wide range of students s/he must use a variety of instructional approaches, activities, and methods. When we have students in our classroom who have a wide range of learning needs, abilities and interests the exam believes that the best way to address this is by using a wide variety of instructional approaches, methods, and activities. This will make it more likely that you will meet the needs of a wider range of students. Think "diverse needs and abilities" then "diverse or variety of instruction and approaches." The TExES exam believes strongly in inclusion. Answers that reflect approaches and activities that include students in the classroom community and the instructional process, rather than resulting in exclusion are usually better answers. That's why, in general, the exam does not like the practice of ability grouping or putting students in groups based upon any single characteristic, such as gender, ability, ethnicity or language. In teaching students with disabilities the classroom teacher should modify, adapt, and accommodate materials, equipment, assignments and strategies to insure that these students are able to associate with and learn alongside their typical peers.