This report describes the development of an educational software program to assist youth with disabilities in participating in discourse in regular school settings. The software was designed to manage cooperative groups as students engaged in hands-on science activities and was specifically developed for teaching the subject of batteries and bulbs. Ten classrooms in which special education students were enrolled with regular education students were observed, and the types and quantities of verbal interactions between disabled students and peers were reported. Eight groups of four or five students (each group containing one special education student) were then pulled from these classrooms and the software was tested with these students. Evaluation indicated that the cooperative learning activities and the software provided the structure needed to include students with disabilities and increased communication between disabled students and their peers. Evaluation also indicated non-disabled peers were able to help keep students with disabilities on task and that there was a high level of engagement in the learning activities. Appendices include the texts for sample lessons at different reading levels, a technical specifications document, parent permission forms, sample student workbook pages, and sample teacher manual pages. (Contains 78 references.) (DB)