The Including Exceptions in Schools (IES) Project attempted to develop, implement, and validate a system for educating students with the most extreme dual sensory and other cognitive, physical, and health impairments in general education settings. The project involved 17 elementary and secondary students in Oregon, Idaho, and Louisiana over a 3-year period. The project's components addressed: curriculum and teaching design, students' learning membership, and technical support. The IES was designed to be teacher friendly, incorporate all perspectives, emphasize ongoing creative problem solving, and be accomplishment-based. The project aims to avoid dependence upon teaching tiny isolated skills and relying on passive presence, by asking teachers to think less about adding to students' behavioral repertoires and more about increasing opportunities for students to practice their admittedly small and tenuous current behaviors in real school and community activities. Overall, some improvement was accomplished in the educational experiences of each participating student. However, the types and amount of change varied according to the constraining or facilitating nature of the student's placement and professionals' perspective. Attachments present tools and procedures, data collection documents, and liaison support summaries. (Contains 38 references.) (JDD)