As classrooms are becoming more diverse, teachers are now faced with the responsibility of creating an inclusive classroom community. As such, researching classroom pedagogies and practices is an imperative step in curriculum planning. The "Handbook of Research on Classroom Diversity and Inclusive Education Practice" is an authoritative reference source for the latest scholarly research on ways to effectively teach all students and further refine and strengthen school-wide inclusive pedagogy, methods, and policies. Featuring extensive coverage on a number of topics such as special education, online learning, and English language learners, this publication is ideally designed for professionals, educators, and policy makers seeking current research on methods that ensure all students have equal access to curricular content and the chance for growth and success. Following a preface from the editors, chapters include: (1) Intersectionality and the Construction of Inclusive Schools (Amy J. Petersen); (2) The Foundation of Inclusion in Federal Legislation and Litigation (Mitchell L. Yell and Christine A. Christle); (3) Becoming a Culturally Competent Educational Leader (Denise K. Schares); (4) The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms (Stephanie R. Logan); (5) Preparing Critical, Secondary Special Educators: An Inclusive, Disability Studies Approach (Danielle M. Cowley); (6) Cultivating Communities of Inclusive Practice: Professional Development for Educators--Research and Practice (Christina M. Curran and Becky Wilson Hawbaker); (7) Establishing a Student-Centered Environment to Support All Learners (James D. Basham, Skip Stahl, Tracey Hall, and Richard Allen Carter, Jr.); (8) Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students (June L. Preast, Nicky Bowman, and Chad A. Rose); (9) Differentiation Challenges in Inner City School (Tymika N. Wesley); (10) Designing and Implementing Inclusive STEM Activities for Early Childhood (Mary M. Donegan-Ritter and Betty Zan); (11) Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom (Kathleen Hughes Pfannenstiel and Jennifer Sanders); (12) Universal Design for Learning: A Framework for Supporting Effective Literacy Instruction (Jodi Pilgrim and A. Kris Ward); (13) Inclusive Recreation as Part of the IEP Process (Amy M. Davison and Kathleen G. Scholl); (14) The Year of Teaching Inclusively: Building an Elementary Classroom for All Students (Amy J. Petersen, Caroline F. Elser, Mona Nassir Al Nassir, Jessica Stakey, and Karissa Everson); (15) Imagine the Possibilities: Drama in Inclusive Settings (Gretta Berghammer, Ashley Kramer, and Amy J. Petersen); (16) The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities (Sanja Skocic Mihic, Kimberly Maich, Christina Belcher, Susan Perrow, Ana Barišic, and Nadia Novak Ramic); (17) Creating Inclusive Classroom: Innovative Practices by Chinese Banzhurens (Jiacheng Li, Yan Li, Ying Huang, Liujuan Huang, and Binyao Zheng); (18) Assessment in Inclusive Settings (Brittany L. Hott, Rebecca A. Dibbs, DeMarquis Hayes, and Lesli P. Raymond); and (19) Data System-Embedded Analysis Support's Implications for Latino Students and Diverse Classrooms (Jenny Grant Rankin). A compilation of references, information about the contributors, and an index are included.