This practicum was designed to increase the inclusion of elementary-level students who have physical disabilities with their nondisabled peers in art, recess, and media center activities. Regular education classes were invited to join the art activities in the self-contained class for the students with physical disabilities, and a total of four regular classes participated in at least two sessions. Disabled and nondisabled students were teamed to produce multicultural art projects using ceramic clay. Students from the self-contained classroom also attended lunch at the same time as their same-age peers, went through the lunch line with them, sat at tables with them, and cleaned their tables together. Informal evaluation indicated that regular students began greeting the special education students when they encountered them on campus and the playground. Greetings of special education students to the regular education students were limited. In the beginning, regular education students were reluctant to assist the students with disabilities, but by the end of the classes they were independently working with each other. Teachers made many positive comments about the experience. (Contains 26 references.) (Author/JDD)