The purpose of this study was to compare the perceptions of future educators on two dichotomous scales (i.e., hostility/receptivity and anxiety/calmness) regarding serving students with disabilities in general education settings. Graduate and undergraduate preservice teachers (n ϭ 326) from three universities completed the Preservice Inclusion Survey (PSIS) during the first and last class sessions of enrollment in a survey of exceptionalities course. The results of this study have implications for future teachers' acceptance and disposition in serving students with disabilities in general classrooms. Participants in a survey of exceptionalities course significantly decreased their level of anxiety and hostility toward serving students with disabilities in general education settings. More research is needed to define disposition toward serving students with disabilities.

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The engagement of clients increased with the implementation of systematic instruction following staff training. The implications are discussed.

What do you do when a student with disabilities acts out in class, uses profane language, leaves school, or strikes another student? This knotty question is one that educators are facing every day; and they don't have to face it alone. Functional behavioral assessment (FBA) can help (see box, "What Does the Literature Say?").This article provides guidance in providing appropriate responses and solutions for such situations. The responses involve ways to find out what is prompting the student to misbehave, what consequences have not worked, and what solutions teams of educators and parents might find.

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