The paper describes ways in which mainstreamed special education students can engage in individual assignments to master course content. The activities include developing a word parts dictionary which addresses prefixes, roots, and suffixes of the subject area; highlighting the textbook to sort out main ideas, vocabulary words, and supporting details; providing tapes of selected parts of each textbook chapter; taping without a text to reinforce class lectures; obtaining low readability texts; rewriting portions of the text; and using low readability summary cards. Such individualized activities lessen the amount of pull out time required and, once developed, can decrease teacher preparation time. (CL)