This report describes the Expressive Arts Project, which was designed to develop and demonstrate a developmentally appropriate, activity-based expressive arts curriculum model, that will enable children with disabilities to have access to activities in the arts that are an accepted part of regular early childhood programs in typical settings. The project used both low and high technology adaptations to make it possible for children with moderate to severe disabilities to participate in expressive arts activities. The model contains four elements. Its core element, Children's Experiences in the Expressive Arts, was made possible by the other three: (1) Structure of the Environment, which involves organizations of space, time, and materials; (2) Roles of the Adult, which included facilitating, planning, adapting materials and evaluating; and (3) Resources, such as books, magazines, software, museums, and libraries. The model was field tested at four preschool classrooms, two classrooms with students with multiple disabilities, and one birth-to-three site. During the 5 year period, data was collected on 322 children, 291 families, 13 teachers, and 27 classroom aides. Findings indicate that participating in the Expressive Arts actuated integrated curriculum, with accompanying adaptations, and resulted in positive outcomes for children in cognition, communication, social abilities, expressive arts abilities, and gross and fine motor skills, regardless of age, disability, or initial skill level. (Author/CR)