This book is intended to provide practical guidance to elementary grade teachers in inclusive classrooms with students having difficulties in learning mathematics. Following an introductory chapter, chapter 1 provides an overview through the use of case studies of three students that note research on learning difficulties in mathematics, and on special education legislation and the process of determining special education eligibility. Chapter 2 considers research on typical characteristics of students with learning disabilities and how these affect mathematics learning. Learning difficulties in the areas of information processing, language, cognitive and metacognition, and attitudes toward learning are addressed. Chapter 3 examines each of the areas that can impact a student's learning of mathematics and suggests multiple compensatory strategies, such as tips for helping students understand textbooks and complete their homework successfully. Chapter 4 offers a framework for assessing students who have difficulties with mathematics. A reproducible observation checklist is provided. The last chapter offers general strategies for teaching inclusive mathematics for all students based on principles proposed by the National Council of Teachers of Mathematics. (Contains approximately 135 references.) (DB)