The problem of practice being explored in this work was first identified at a suburban middle school in Massachusetts, where the assessment scores of students with learning disabilities were significantly lower than those of peers not on Individualized Education Plans. The collaboration between general education science teachers and special educators in middle school classrooms has demonstrated promise in strengthening the quality of science instruction to students with learning disabilities. A pilot study first revealed that the rigor of science instruction within the learning centers was insufficient in meeting student needs due to a lack of time and inadequate training and preparation for special education staff. A mixed methods study including empathy interviews, focus groups, field observations, and pre-and post-assessments was used to gain insight into the barriers to collaboration and how integrative technology could increase students' academic performance. Integrative technology was chosen because the platforms can enhance science education by promoting interactive, personalized, and collaborative learning experiences, facilitating access to resources, and preparing students for future success in STEM fields. Participating eighth-grade science teachers and special educators attended a six-hour professional development session in which they learned how to use an integrative technology platform to review science concepts with one class of students with learning disabilities. Results from the study indicated a 10-15% increase in the students' performance on assessments and created a dialogue between the staff about the benefits of collaboration, thereby opening the means for future collaborative lessons. This evidence is significant because it confirms that creating highly effective lessons with integrative technology can increase the learning of students with learning disabilities. Conclusions from this study may be used to inform leaders of the importance of collaborative planning time between science teachers and special educators and the need for professional development to nurture those relationships. Future research recommendations suggest further study on various integrative technology platforms and collaboration between other curriculum subjects and grades within the middle school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]