Although less frequently represented in the literature, inclusion on the secondary level represents a significant challenge for educators. Of particular concern are issues of academic complexity, pace of instruction, teacher attitudes, and the potential consequences of high-stakes testing. In this article, we first review the characteristics of effective inclusive classrooms and then discuss these characteristics with reference to secondary-level students with disabilities. Next, we describe recent undertakings in some areas of importance to secondary inclusive classrooms, including English, algebra, and biology classes, employing such interventions as peer tutoring, co-teaching, and strategy instruction. Inconsistencies in the observed patterns of results highlight the complexities of inclusive instruction on the secondary level.
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