In this study, we investigated the learning of five discrete vocabulary fac
ts or story comprehension questions of 15 general education elementary stud
ents when taught in teacher directed small groups which included a student
with intellectual disabilities. Within the context of an adapted alternatin
g treatments design, a general education teacher taught the facts to three
general education students. One group included a fourth student who had int
ellectual disabilities. The other group included a fourth general education
student instead of the student with disabilities. A pre- and post-test on
the facts was given to each general education student before and after the
lesson. Percent increase from pre- to post-test was graphed for each studen
t. The results demonstrated that the gain scores on the pre-post tests for
the general education students were similar for both conditions. Results ar
e discussed in relationship to providing effective instruction for all stud
ents in general education classrooms which include students with intellectu
al disabilities.