Abstract
In this issue on The English Language Arts and Special Education, readers will find background information on the legal aspects of special education legislation and some important terms that English language arts teachers need to know; a discussion on how special education and content area teacher education programs can work together to provide preservice and classroom teachers with programmatic experiences that prepare them to work with students with special needs in regular and inclusion classrooms; and a glimpse into what effective instruction might look like in an inclusion classroom. Also included is a review of Making Inclusion Work: Effective Practices for ALL Teachers by John R. Beattie, LuAnn Jordan, and Robert Algozzine.
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