This paper addresses two approaches to serving students at risk for or with emotional and/or behavioral disorders in general education settings: (1) use of individual behavior plans (IBPs), and (2) use of the combined classroom model. The process of developing an IBP is detailed, including when an IBP is developed, by whom it is developed, and the IBP development meeting. Criteria for contents and use of the IBP both before and after referral for special education are described as applied in the Natrona County, Wyoming, school district. IBPs are seen as both an intervention and an important part of the assessment process for these students. The combined classroom model (CCM) is used with intermediate grade students and involves combining students with and without disabilities and special and regular education staff (usually three teachers and three paraprofessionals) in one large classroom. Program components described include an integrated behavior management system, team driven classroom operation and functioning, a social skills component, and a mental health component. Responses of parents of students with either learning or emotional/behavior disabilities to the CCM have been positive. Responses of students (both with and without disabilities) are also given. Appended are a case study illustrating IBP use, parent and student satisfaction data and comments, and sociometric data. (DB)