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This report describes a program created specifically to address the fact that individuals with disabilities, especially girls, have been widely under-served and under-educated in the areas of science, math, and technology. The “Daughters with Disabilities” project was designed to encourage more girls with disabilities from five inner-city schools to prepare for careers in science, math, and technology by: (1) increasing the interests and achievement in science, math, and technology of girls in special education classes at the five participating schools; (2) enhancing existing science, math, and technology curricula for girls with disabilities in urban settings; (3) introducing and teaching the concept of “pre-transition” knowledge in the science, math, and technology areas; and (4) creating a network of support and training for pre-service and in-service special and regular education teachers, families, and community members in the areas of science, math, and technology that stressed gender-sensitive curricula, instructional modifications, and successful inclusive education. The program was based on constructivism and employed a variety of methods including, teacher training on best practices for inclusionary settings, classroom activities and outreach to schools, Saturday activities, a two-week summer program, and undergraduate teacher training. (Contains 46 references.) (CR)