In this session, we will present the design, implementation, and outcomes of an integrated two-credit high school course that combined English and U.S. History for special education students. Our approach focused on targeted writing instruction, differentiated reading strategies, and a structured goal awareness and assignment process that allowed students to make measurable progress in both academic and behavioral areas. Using data from our first year, we will share insights into instructional strategies, student engagement, and the challenges of shifting students toward an inclusion model. Participants will leave with practical strategies for scaffolding writing, structuring interdisciplinary courses, and using goal groups to individualize instruction.
