This conference paper describes the use of integrated media-oriented instruction in a self-contained class at Yokohama Municipal Elementary School in Japan. Three students with mild disabilities, in grades 5 and 6, participated in the project. Integrated media (IM) is defined as the linkage of text, sound, video, graphics, and the computer in such a way that the user's access is nonlinear and virtually instantaneous. The hardware (including two Macintosh computers, a CD-ROM, a digital camera, a videorecorder, and a scanner) and the software (including HyperCard, assorted HyperCard stacks, and several software programs) were placed throughout the room to provide easy access. Students became comfortable using these tools at any time they felt it would enhance their learning. Using the IM resources, students constructed puzzles, made movies, constructed toys and machines, made a map of Japan, and completed other activities. The paper concludes that the teacher's approach to incorporating IM into the curriculum dictates its effectiveness. Teacher training needs to focus on programming, knowledge of equipment, learning theory that supports use of IM, and instructional design techniques that enhance IM. The need for parental involvement in the project is also emphasized. (Contains 20 references.) (JDD)