This exploratory study inquires into the types of preservice and inservice preparation practicing elementary school general and special educators have received to facilitate the social functioning of students with and without disabilities. Sixty teachers serving students with learning disabilities who were educated in inclusive environments for at least 80% of the school day were interviewed. Eleven general educators and 19 special educators could not recall receiving any preservice preparation on providing social support to their students. Twenty-four general educators and 23 special educators reported participating in a range of inservice opportunities. Twenty-seven general educators and 24 special educators indicated a need for additional training, identifying areas like dealing with challenging behaviors, teaching social skills, teasing and tattling. Implications for teacher preparation programs are discussed.
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