Creating accessible and engaging lessons for students with reading disabilities (RD) in inclusive classrooms is particularly challenging for special educators in upper elementary and middle school settings. Older students with RD have difficulty accessing the texts that serve as the basis for instruction, and years of repeated failure can leave them discouraged and unmotivated. It is imperative that special educators find ways to allow all students, including students with RD, to be successful in the general education classroom. Both the No Child Left Behind Act of 2001 (NCLB) and IDEA 2004 stress this necessity of accessibility and progress in the general education curriculum. As a result, educators are increasingly integrating the ideals of universal design for learning (UDL) into their teaching. Innovations in instructional technology provide teachers with opportunities to expand the ways in which they present lessons to students with disabilities. The authors combined the use of multimedia and reading assistive technology with the UDL principles of access, presentation, and motivation in developing a summer reading clinic project where students created Microsoft PowerPoint 10.0.6 inquiry projects. This article describes the five steps of the project, and gives examples of student work. The student projects were integrated into a comprehensive reading intervention program designed to improve the phonological awareness, decoding, fluency, and reading comprehension of 10 upper elementary and middle school students with RD. The authors also describe the rubric that they developed to evaluate the multiple purposes of the project. (Contains 4 figures and 1 table.)