This paper reports on a qualitative ethnographic research study on the inclusion of children with severe disabilities into a Montessori preschool program in Lawrence, Kansas. The program has served 20 children with disabilities since its inception in 1986. The program's emergent model involves a split program (utilizing a special education classroom and the community preschool) with use of integration facilitators and cooperative efforts among early childhood special educators, mainstream Montessori early childhood educators, and families. The project is based on seven specified values such as the rejection that children with disabilities must be "fixed" before they can be fully included. The program has developed several products including video documentation of participants' attitudes and inclusive strategies, a training handbook, specific checklists, and an Individualized Education Program observational matrix. A variety of studies are looking at the program including two recently completed studies on the communicative interactions of preschool children with severe disabilities in the two settings. The model is currently being replicated and validated in Kansas City, Kansas. Attached tables provide detailed data on children in the program, interviews conducted, varieties of project documentation, outcome markers identified in evaluation efforts, concerns and benefits expressed by participants, and variables related to the Montessori approach. (Contains 24 references.) (DB)