General educators have been charged with the responsibility of teaching students with exceptionalities, yet many report they do not have the skills to effectively instruct diverse learners, including those with disabilities (Blanton, et al., 2011). Currently, more than half of all students with disabilities spend about 80% of their day in the general education classroom (U.S. Department of
... [Show full abstract] Education, 2011). This shift to educate all in the general education classroom increases the demand on teachers to be accountable for all learners academic achievement. The goal of this chapter is to provide instructors of teacher education programs with a review of current research in the field and recommendations for teacher preparation programs to effectively support and positively shape pre-service teachers attitudes and beliefs about students with exceptionalities.