Students with disabilities are entering teacher education programs in expanding numbers; yet, they are experiencing varying degrees of success. Factors impacting students' with disabilities participation and achievement in teacher education programs are presented and federal legislation affecting their involvement in teacher preparation programs is reviewed. Additionally, conditions affecting students' with disabilities admission, performance of essential teaching functions, accommodation provision, and accessibility in teacher education programs are examined. Issues involving basic skills competency testing, essential teaching function interpretation and performance, faculty attitude, and student self-advocacy skills are discussed. Recommendations for future research also are presented.
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