For the 1989-90 school year, two Minnesota elementary schools developed a program in which 14 students with severe to profound disabilities became full-time members of regular education classrooms. The program maintained functional programming for the students with disabilities within the context of the activities and materials used by regular education students. It did so through gradual transitioning and use of a team teaching approach. The program established objectives for seven activities: identifying necessary modifications in classrooms and in methods of instruction; assessing the need for, supplying, and evaluating in-service training; providing opportunities for mainstreamed students to increase their level of independence; involving regular education peers; collecting data; evaluating the program; and disseminating project procedures and results. A concluding section of the report outlines positive outcomes evolving from the program. Appendices contain administrative charts and forms and a list of suggested classroom modifications. A 12-item bibliography and letters from teachers and parents involved with the project are also provided. (JDD)