When Dan Damelin was a high school chemistry teacher, he always asked for the lower-level science classes with a high portion of students on individualized education plans (IEPs). He felt these students could do as well as everyone else with the right approach and technological supports, and wanted to explore how an inquiry approach using simulations for student-centered discovery could help close the learning gap. Today, Damelin directs a National Science Foundation-funded project at the Concord Consortium that works to bring independent experimentation and data analysis using sensors and free software into high school science classrooms. The InquirySpace project recently had an unusual opportunity to work in one classroom that practices full inclusion for ninth grade physics. Nearly half of the students (9 of 20) were on IEPs for a variety of learning disabilities, including dyslexia, autism, and other health-related impairments. Two additional students also faced learning challenges but were not on individualized plans. The reading level of these students ranged from second grade to seventh grade. The class was co-taught by both a certified physics teacher and a special education specialist, also coauthor of this article, Michelle Murtha.