Current efforts to reform special education are contingent upon preparing general education teachers at the preservice level for inclusive classroom settings. In this article, we describe the development, implementation, and evaluation of innovative preservice teacher education program in elementary education in the Inclusive Early Childhood Education Unit at The University of Tennessee. This program possesses several distinctive features: a three-phase training model; alternative approaches to instructional delivery, curricula, and assessment; local school mentoring; and extensive field-based experiences. Program outcomes from mentoring teachers, school administrators, and students were collected to assess the impact of the program.

Barpress avoidance responses produce little change in proprioceptive feedback and are extremely difficult for rats to learn. In contrast, avoidance responses, such as running to a safe place, produce a large change in proprioceptive feedback and are learned very rapidly. On the basis of these findings, Meyer, Cho, & Wesemann (1960) proposed that the reinforcement for avoidance learning might come from the change in proprioceptive feedback provided by the avoidance response. Contrary to this hypothesis, the rats in the present experiment had great difficulty in learning to avoid shock by jumping, a response which produces a large change in proprioceptive feedback.

Benner, George, and Cagle present the concept of teacher education admission boards, particularly as defined by and established at the University of Ten nessee. The boards, comprised of prac titioners in the field, content area special ists, advanced students, and program area faculty interview students, review data available on the students and make final admission decisions. Further, once a student is admitted, he or she is as signed to a mentoring team that pro vides ongoing evaluation throughout the program. While the subjectivity and deficiencies of the board process are ob vious, the concept of admission boards is offered to the profession as an alterna tive to relying on quantitative measures alone.