Abstract
Teacher education programs are currently being restructured to meet the diverse needs of an increasing number of preservice teachers with disabilities. Many of these future educators will possess visual, hearing, or physical impairments. In contrast to the past practice of seeking employment only in special education classrooms designed to serve students with disabilities, securing employment in regular elementary, middle school, and secondary classrooms is now a viable option. The supervising professor will assume a role of pivotal importance in assisting the preservice teacher with a disability and the cooperating teacher to effectively adapt both the classroom physical environment and approaches to student management. The professional literature must address the unique needs of these individuals with disabilities and guide teacher educators in preparing meaningful preservice experiences; therefore, this article offers practical suggestions for this purpose. The issues of preparation, orientation, and modification are discussed.