Inclusion is a way of thinking--a deeply held belief that all children, regardless of ability or disability, are valued members of the school and classroom community. Inclusive classrooms are places where all students "are integral members of classrooms, feel a connection to their peers, have access to rigorous and meaningful general education curricula and receive the collaborative support to succeed." Because 54% of the 6 million students with disabilities spend more than 80% of their school day in general education classrooms, a common support strategy is one-on-one support. The current ratio is 1 special education paraprofessional for every 17 students with disabilities. But as schools integrate more services into the classroom, adult support will also involve a special educator, a speech and language clinician, an occupational therapist, and physical therapists or a school psychologist. In this article, the term "adult support" refers to any professional who supports a student with a disability in an inclusive classroom. The author states that adult help can be seamless and effective--and thereby fully support the purposes of inclusion. The golden rule for adult support in inclusive classrooms is to support others as one would wish to be supported. Adequately applying the golden rule requires knowledge and imagination. Educators need to know the effect of their actions on students. The author also discusses the need for fading support, as reflected in the literature. (Contains 2 tables.)