This paper explores the potential benefits and challenges of implementing interdisciplinary social science and language arts courses for special education students. Challenges such as curriculum design, teacher training, and the need for evidence-based practices are also discussed. The paper provides practical recommendations for coursework, including collaborative writing, interactive read-alouds, and multimodal tools, while emphasizing the necessity of further research to validate and refine interdisciplinary models for special education settings. Ultimately, then, the research is limited by the sample of papers used to conduct a set of document content analyses via schizoanalysis. That being stated, research demonstrates that interdisciplinary social science and language arts courses targeted for special education improve upon various comprehension skills for the special education students who are taught under said courses. This paper demonstrates that the implementation of interdisciplinary courses for special education students globally is not idealistic, yet is instead a practical, materialistic matter. The purpose of this paper is to help with the allowance of special education students to create new territories for themselves and not be consumed by the forces of production into labor machines.