Lisa A. Dieker, University of Central Florida
Denise M. Ousley, University of Central Florida

The focus of this article is to provide practical tools to assist secondary special educators and English teachers to more effectively meet the needs of students with disabilities in the area of English/Language Arts. The articles focuses on ideas that emerged as two teacher educators brought together 6-12 English and special education preservice teachers in an attempt to prepare them for the changes in the Individuals with Disabilities in Education Act (2004) as well as to ensure greater access and success for students in secondary English classrooms. The authors provide an overview of a tool for planning a co-taught lesson, a modified cooperative learning tool for behavior and reading difficulties, several tools to assist with reading material at this level, and two activities that embrace nonfiction material and authentic assessment of material that allows for peer and teacher support in an inclusive English classroom.

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