Post-Primary Schools in Ireland are inclusive with a mix of students with diverse abilities in the classroom, including students with learning and literacy difficulties, such as dyslexia. This poses a strong challenge: how to create inclusive curricula and materials that cater to the needs of diverse students? The objective of this research is to investigate whether integrating Computer Assisted (Language) Learning (CA(L)L) into the curriculum can produce inclusive curricula that cater to the needs of all students (with and without learning difficulties). The research focuses on students with dyslexia and the Junior Certificate (JC) curriculum. Mainstream and learning support teachers and students in two Irish Post-Primary schools took part in questionnaires to investigate which ICTs they use for class work. Three broad types of ICT were highlighted: general ICT tools, tools designed for students with special needs and online curriculum materials. Teachers and students then undertook a three-month project investigating how they used these ICTs. Teachers and students then took part in focus groups to develop design guidelines for developing curriculum-focused CA(L)L materials for diverse students. These guidelines were used to develop curriculum-focused CA(L)L materials for an inclusive classroom. The materials were integrated into classroom activities in two schools and evaluated through qualitative questionnaires, observation and focus groups. The research shows that (i) a CALL methodology can be successfully used for a project focused on overcoming first language difficulties, (ii) there is a lack of online curriculum-focused materials which cater to the needs of students with learning difficulties, (iii) CA(L)L materials for diverse students can be successfully integrated into an inclusive classroom, and (iv) teachers can develop their own CA(L)L materials successfully.