In order to address the individual differences among learners, a teacher should:

CONCEPT: In inclusive pedagogy, individual differences among learners in ability, pace, interest, learning style, and background are treated as a normal and expected feature of human diversity, not as abnormalities or deficits needing correction.

APPLICATION: Applying this to the question, addressing individual differences requires a teacher to consider these differences as an obvious feature of human diversity, and then plan teaching that responds to that diversity through differentiated tasks, flexible pacing, and varied methods of engagement.

CONTRAST: Each of the other responses fails for a distinct reason:

• Treating the differences as abnormal and a kind of deficit pathologizes learners instead of accepting diversity, pushing a teacher toward exclusionary practice.

• Being indifferent to the differences ignores the very variation that instruction needs to respond to, so no differentiated support ever reaches learners who need it.

• Implementing one rigid, uniform curriculum for every learner directly contradicts the need to differentiate and disregards how learners differ in the first place.