ABSTRACT
I had been struggling for several years to integrate discussions of students’ diverse talents and needs into my secondary content literacy methods courses for preservice teachers, so this comment from Chuck, a special education major in my content literacy methods course, was especially important to me. How had we been able to achieve such a conversation between general and special educators in my class? It began with a project funded by the Joseph P.Kennedy, Jr. Foundation to develop, use, and study case-based curricula designed to prepare preservice teachers for inclusive education. I was interested in participating in the project because I had read a great deal about the case method and had wanted to try using a case-based curriculum for several years. Moreover, I had never been comfortable with my efforts to incorporate special needs and inclusion issues into my literacy courses. This seemed like the perfect opportunity to enhance my teaching and my students’ learning.
