Abstract
Learning in general education contexts enhances access to general curriculum content for students with disabilities. However, few intervention studies focused on general education content have been conducted in general education settings. The current study provides preliminary evidence of the effectiveness of a literacy intervention using evidence-based practices (i.e., shared reading, embedded instruction, time delay) implemented in the context of a ninth-grade general education English/language arts class. A multiple baselines across conditions design was used to examine the effectiveness of the intervention, and field notes were collected to examine the factors that facilitated and inhibited the integration of the intervention into the general education class routines. Implications are discussed in relationship to future research focusing on interventions to improve access to the general curriculum in general education contexts, as well as for teachers providing such instruction.