We conducted a case study of 11 seventhgrade students with mild disabilities who were included in a general language arts classroom. We interviewed students, administered individual reading inventories, and observed lessons. Based on this information, we generated student profiles that provided a framework for planning a unit on the novel the outsiders. During the teaching of the novel, we served as participant observers. At the end of the semester, we administered a reading assessment and conducted follow-up interviews. Results indicated that all 11 students were more engaged in classroom activities during the unit, and 8 of the 11 demonstrated more consistent reading strategies. Results underscore the complexity of inclusion and suggest that some of these students may need more intensive, one-on-one intervention.

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