The purpose of this qualitative study was to assess staff training needs as identified by the educators who are responsible for implementing programs for students with disabilities in general education settings. Participants in the study contributed information through tape-recorded focus group interviews which took place in five schools. As categories of training needs emerged from the transcripts of the groups, a constant comparative method was used to generate eight component areas for training purposes. These components were then incorporated into a training framework that reflects the expressed needs of these educators who are being asked to implement inclusive practices. Implications for the development of inservice preparation programs for inclusive education are discussed.
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