To address the needs of the high population of students with learning disabilities at their school, the author and a colleague created an inclusion science class that focuses on active, hands-on science. The course prepares students of various learning abilities for the state-mandated end-of-course biology assessment. Many of their students have weak executive functioning skills and need numerous accommodations to succeed in school. The term "executive functioning" can address many diagnostic conditions, relating to cognitive functions that activate, integrate, and control other mental functions. When their executive functions are not working properly, students experience significant and varied learning problems. These students not only have difficulties getting work done, but they often lack social skills and have lower self-esteem than their peers. Students with weak executive functioning need help planning, organizing, and managing their time. They also need work with behavior--response inhibition, self-regulation of affect, task initiation, flexibility, and goal-directed persistence. This article provides an assignment checklist, teaching strategies, a sample exam, and connections to the "Next Generation Science Standards" (NGSS Lead States 2013) and "Common Core State Standards" ("NGAC and CCSSO 2010").