In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote inclusive practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and parents. Findings from the study indicate that all sites moved toward inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators. Approaches in implementing inclusive practices differed, however, resulting in significant variability among schools in services provided to students with special needs. Implications in moving toward inclusive practices are discussed, including factors perceived as contributing to the change process, the configuration of services provided, and issues related to sustaining inclusive efforts. The data suggest the complexity of change and the diversity of programs that emerge from a common model of change. Balancing inclusion with specialized instruction for all students emerged as an important component of inclusive practices.

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Two groups of preschool children (9 handicapped, 9 nonhandicapped) were observed, with the focus on frequency of interactions with teachers and peers. Teachers rated temperaments of each child, using a derivation of the Thomas and Chess Teacher Temperament Scale, producing scores on task orientation, personal-social flexibility, and reactivity. Teachers rated handicapped children (compared with nonhandicapped) as 101V in task orientation and flexibility, and as underreactive or overreactive . For both groups of children, positive temperament patterns were related to frequency of interactions with peers-and for nonhandicapped children, to frequency of child-teacher interactions. Teachers interacted more with those handicapped children with negative than with positive temperament profiles.

This study examines the effectiveness of a program in the preparation and retention of on-the-job teachers to serve students with mild-moderate disabilities in urban schools. Special education teachers with emergency certification participated in the two year program designed to provide: competencies specific to serving urban students with special needs; experiential and reflective experiences that linked coursework and classroom practices; and ongoing support and guidance through on-site support teachers, university supervision and cohortparticipation. Data examining teacher development, teachers'perceptions of theprogram and job experiences were collected on 35 participants. Findings from the study indicated that teachers developed competency over time and viewed seminars and on-site assistance as critical sources of support. However, despite preparation and program supports, teachers continued to experience significant challenges and stress on-the-job. Implications for the preparation and retention of urban school teachers are discussed.