Today there is no such thing as a general education classroomvirtually every class contains learners with special needs. Accommodating these children with stop-gap measures takes great effort and often ends with disappointing results. The Inclusion Classroom Problem Solver is a practical guide that helps you build a permanent, inclusive classroom structure that automatically helps diverse learners without resorting to short-term fixeseven if you have no training with special needs students. The Inclusion Classroom Problem Solver begins with the simple premise that if children dont learn the way we teach, we must learn to teach the way they learn. Constance McGrath explains how to set up a classroom environment that supports special-needs students as well as their peers, prevents behavioral problems, and improves learning for everyone. Based on observations of more than a dozen teachers across multiple districts, The Inclusion Classroom Problem Solver provides proven ways to create a classroom that replaces frustrating temporary accommodations with an inclusive, joyous environment designed to work for every student. From the smallest taskssuch as explaining assignments, arranging childrens seating, and establishing classroom transitionsto big ideas, McGrath shares:

• organizational principles and lesson plans that work together to meet student needs
• curricular supports that are efficient, effective, and give students opportunities to succeed and be appropriately challenged
• assessment techniques, including whole-class and self-assessments, as well as guidelines on creating fair testing for all students
• classroom routines that promote inclusion, a positive culture, and friendships among all students
• experience-honed advice on working through behavioral issues, including interpreting what signal a child may be sending through undesirable behavior
• ideas for building and sustaining a strong special-education team
• methods for communicating effectively with parents.

Constance McGrath is the author of The Inclusion Classroom Problem Solver (2007). She holds a Master of Education degree from Lesley University in Cambridge, Massachusetts. She is a special education teacher who has seen firsthand as well as heard from teachers about the positive results building inclusive classroom structures have on students and teachers alike. She lives in Sudbury, Massachusetts, with her husband and two daughters.