The Association for Childhood Education International's (ACEI) mission includes helping educators meet the needs of students in a climate of societal change. One such change is the increasing diversity of learning needs within elementary and middle school classrooms. Increased numbers of students with disabilities served within the general education classroom have contributed to this diversity (U.S. Department of Education, 2005). Students with diverse needs present a challenge for elementary and middle school teachers because it may be difficult to ensure that all students meet expectations. Under current legislation, such as the No Child Left Behind Act (2002), all students, including those with disabilities, are expected to be proficient at grade level by 2013. Similarly, the Individuals With Disabilities Education Improvement Act (2004) states that students with disabilities should have increased access to the general education curriculum and that accommodations should be designed according to the students' needs. In carrying out the mission of ACEI and complying with federal legislation, it is important that students with disabilities have accommodations written into their individualized educational programs (IEPs) and that these students receive accessible instruction. General education teachers play a critical role in both IEP development and implementation of accessible instruction. As members of the multidisciplinary IEP team, general education teachers have a unique understanding of curricular materials, texts, equipment, and technology within the general education setting that is critical in designing appropriate accommodations. These accommodations should support teachers' other role, that of implementing instruction that is assessible to all students. While this role may seem daunting, tools are available for designing classroom environments and instruction that are conducive to the learning of all students.
