The Regular Class Participation System (RCPS) project attempted to develop, implement, and validate a system for placing and maintaining students with severe disabilities in general education classrooms, with a particular emphasis on achieving both social and learning outcomes for students. A teacher-based planning strategy was developed and shared with teacher participants in the project. RCPS sought to relocate preferred educational practices from self-contained to general education settings. Teachers and students from nine elementary, five middle, and three high schools participated in a quantitative study, a qualitative study, or both. Analysis of the quantitative data on both social and learning components showed no results of the intervention, but did show a strong school effect. Analysis of the qualitative data helped explain this strong school effect as themes emerged related to differences in teachers' purposes for "doing integration." The study concluded that integration doesn't work, but it can be a "step on the way" to inclusion. Inclusion does work, but only in the context of reinvented schools. Attachments to the report include observation procedures, definitions of terms, and statistical data from the study. (Contains 31 references.) (JDD)