The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students' IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

With the increasing diversity of pupils in general education classes, teachers are seeking simple methods to teach all of their pupils while maintaining the integrity of the curriculum. COLA is a mnemonic device to help teachers apply the principles of layout and design when creating instructional materials. Use of the COLA strategy can enhance the ability of all pupils to identify, comprehend, and demonstrate knowledge of critical classroom concepts.

Support the Game With the Use of Content Enhancers for RecallContent enhancers can help all pupils, especially those with mild disabilitiesExplicitly teach students to prepare their notes for the "Jeopardy!" game before the day of the game.

Although pupils with disabilities are spending more time within the general education classroom, teachers have shown variable levels of willingness and interest in modifying their instruction to meet the needs of these pupils. Studies have indicated that simple modifications are the most likely to be implemented. This study surveyed resource teachers to determine how frequently paper and teacher-made paper instructional materials were being used in general education classrooms, and how those materials might be modified to enhance the likelihood of successful access by all students, including those with disabilities.