This article describes a school-based project designed to close the gap between research and practice by having project staff and teachers work together in the design and implementation of a science project designed to include junior high school students with severe emotional disturbances or learning disabilities into the general education science classroom. The outcomes of the project indicated there were no behavioral difficulties in the form of discipline referrals reported for the students with disabilities during the science class. Academic performance was measured by a districtwide science test and final grade.
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