We must not ignore the call to reform teacher-preparation programs to meet the needs of an increasingly diverse student population (Levine 1992) . Few teachers are unaware of the challenge they face in creating positive learning communities that meet the academic and social needs of students with specific learning disabilities, withemotional or behavior disorders, who are gifted and talented, from culturally and linguistically diverse backgrounds, and/or at risk for school failure due to a lack of motivation to learn. Clearly, academic diversity prevails among these students who may be performing in the high-, average-, or belowaverage ranges as measured by teacher, school district, state, or national standards. Both preservice and in-service programs must rethink their current configuration of teacher preparation to help teachers modify curricula, deliver effective instruction, and employ alternativeassessment strategies to meet the needs of diverse learners (Lara 1994) . The movement to restructure teacherpreparation programs is occurring simultaneously with the reorganization of special education into a more unified system of service delivery. Thus, exceptional students are being included for longer periods of time in regular classrooms as opposed to receiving a larger part of their instruction in support settings (Yell 1995). Inclusive education signals a philosophical change that demands attention from pedagogical institutions. General education teachers at the preservice level must receive opportunities to develop adequate knowledge, teaching skills, and positive attitudes concerning special education students. Also, we must not exclude special education from reform initiatives that will ultimately affect services for special education students and those adults who teach them (Kysilko 1992). One growing national response to the restructuring of teacher-preparation programs has been the establishment of Professional DevelopmentSchools (PDS). Ina PDS, the university and the public school form a collaborative partnership for the purpose of improving teaching and learning for all students (Meyen 1988;Schlechty1990; Zimpher 1990). Participation by university and public school special educators as integral components ofPDS learning activities may offer one way to improve instructional practices of future and experienced regular classroom teachers.