This article describes the early literacy journey of a multiply handicapped child placed in an inclusive classroom. Matthew was born prematurely and has Cerebral Palsy impacting his arms, legs, facial muscles, and speech. He is visually impaired, has seizures, and uses a wheelchair. Matthew came to school supported by one-to-one aides, special education teachers, teachers of the visually impaired, optometrists, speech, physical, and occupational therapists. Initially, some of those specialists proposed Matthew's teachers should focus on what he could do, such as listening to books and interacting with peers. However, Matthew's parents expected him to learn to read and write. This is a story of the challenges Matthew and his teachers faced. It is also the story of the assessment guided adaptations to programs, materials, and instructional practices that made reading and writing possible.