To adequately prepare preservice teachers to implement inclusive classrooms, teacher preparation programs must encourage professional interaction, collaboration, and knowledge about inclusion. Although some of these skills can be presented in coursework, prospective teachers must be provided with opportunities to practice these skills in classroom…

New strategies to allow students to understand and cope with mainstreaming, special educational and multicultural education approaches must begin at an earlier point in the teacher training process. Practicum must include the new federal requirements in order to better equip beginning teachers for their responsibilities. (Author)