The inclusion of disabled individuals in the general social, educational and occupational contexts which are welcoming to mainstream populations is a goal which appears to parallel the progressive orientation of our culture. Modern education shows evidence of the trend toward change, facilitating the increasing integration of individuals who are physically, emotionally or learning disabled into public and private schools. This trend has been a decidedly positive one, with legal, economic and educational strategies coming together to present an effective and productive change in the way that we contend with disabilities. Inclusive practice, which submits that educational institutions should be considered responsible for helping to assimilate disabled students into mainstream population classroom settings and for providing them with the needed support to succeed therein, presents a number of challenges to educators. Namely, the determination of the appropriate curricular methods to be applied can represent a wide range of continually evolving responsibilities for instructors.
             An important primary factor for an elementary school teacher working within an inclusive framework to be aware of is that there are significant networks of support designed to alleviate the sense that a classroom is alone in dealing with the unique challenges inherent to any inclusion case. Particularly, this is true of autism, the condition which afflicts the included student in the 6th grade classed here discussed as an example. Access of parents, support agencies and close collaboration with the student's advocate will be essential to making inclusion work in any given case.
             That stated, a discussion on appropriate mathematics instruction strategy for an inclusive classroom denotes that as a philosophical underpinning to modern education, it is appropriate to consider a classroom in terms of its diversity of learning needs in a more general sen...