It is the premise of this book that to successfully respond to today's increased 'accountability and testing' expectations educational institutions and other organisations, administrators and especially teachers and others responsible for organisational learning must become more tolerant of and perceptive enough to recognise how increased attention to learning differences or styles among their students or learners is central to not only meeting the new demands being placed on them but to also find alternate ways of enhancing and measuring the learning that does take place. For our purposes, understanding the role of learning style in the learning process is an important concept for those committed to meeting the demands being placed on education and their own personal commitment to learning excellence, be it teachers, training and development professional, staff, administrators or other leaders or others involved in the educational process. This book has been written with the belief that an increased attentiveness to learning style differences is at the core of what it will take to better prepare students to learn while also meeting the demands of the many stakeholders who continue to set higher and higher learning performance expectations with the goal that "no child ‘or adult' is left behind." -- From the Preface.