Although different authors define the SMART acronym differently, an IEP-related interpretation of the acronym is as follows: specific, measurable, action verbs, realistic, and time limited. In addition to these features, well-written IEP goals reflect students' unique strengths and needs. This article discusses how educators can produce specific,…

Significant numbers of adolescents and young adults do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and opportunities within an increasingly competitive work environment. National data (National Assessment of Educational Progress [NAEP], 2015) have shown improvements among fourth- and…

Edward Foote is a special education teacher at Jefferson Avenue Elementary School in Fairport, New York. Foote's fourth- and fifth-grade students, who he teaches in a self-contained classroom and also in inclusion classes with the general student population, have disabilities that range from severe physical and emotional needs to autism. His…

Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, educators are often left on their own to figure out how to effectively differentiate lessons and activities. This timely, practical guidebook shows general and special educators how to retool science activities and…

When teachers move to the next grade with their students, they are sometimes referred to as teachers who loop with the children. In this descriptive case study, the authors describe the experiences of two teachers who collaborate with others as they move with a class of students from third to fourth grade (i.e., looping). The classroom context,…