This book responds to the increasing diversity of Canadian classrooms and the need of all students to feel valued, capable, and included. It clearly outlines the many and varied responsibilities of the Educational Assistant (EA) in supporting inclusion and invites the reader to reflect on the attitudes, skills, and challenges they associate with the EA role. Several chapters are devoted to building skills and understandings for effectiveness: advocacy, building relationships, reflective practice and effective communications. A brief outline of findings from brain research, resiliency theory, multiple intelligences and self-esteem suggests the importance of an individualized, wholistic approach to student learning. The second half of the book describes Universal Design for Learning (UDL) and outlines specific strategies for differentiating academic and social learning. It addresses supports for particular exceptionalities, presents a continuum of guidance strategies, and describes various kinds of observation that EAs can use to discover and provide information about students. The closing chapter includes information on self-care as well as some summary advice from experienced EAs. The book will be useful as a textbook in programs for Educational Assistants. It could also be a professional development resource practicing EAs and a reference for their day-to-day responsibilities.