There are numerous challenges that a first-year special education teacher must overcome if he or she is to successfully meet the learning needs of students with exceptionalities. It is critical that they develop a comprehensive understanding of student needs so they can implement effective goals, strategies, and adaptations to help students succeed. This can be accomplished by scheduling frequent planning periods with school staff, developing rapport with colleagues for effective collaboration, having a clear understanding of instruction, and implementing the student's IEP or 504 plans. Before beginning a teaching assignment it is important to request and review a copy of the education files for all students who have IEPs, 504 or gifted plans. It is critical that IEPs, accommodations, modifications, and behavior plans are implemented in the classroom to comply with federal guideline requirements. Without the implementation of these specialized services or supports, students' ability to succeed is at risk. It is important to ask fellow teachers and administrators where these services will be provided? Is there a study skills course or will classroom assistance be provided? Additionally, many IEPs or 504 plans are reviewed annually or reevaluated every three years. It is important to check the expiration dates on these documents so they can be reviewed or updated as needed. Additionally, if the student is turning 16, he or she must have appropriate and measurable postsecondary goals incorporated into the IEP. Next, additional information such as alternative assessments, state and district assessments, teacher-administered tests, and other standardized assessments should be reviewed to determine students' current academic achievement levels... half of the paper... to help them visualize the problem (Gagnon & Maccini, 2001). Other strategies or adaptations may include the provision of visual organizers (Gagnon & Maccini, 2001). For example, structured worksheets, cue cards, graphic organizers, or mnemonic strategies are effective in helping students remember the steps needed to solve problems (Gagnon & Maccini, 2001). Students reading lower-level texts may be provided with assistive technology devices that use screen readers and text-to-speech software. Other devices such as reading pens can scan individual words or text so that students can hear the scanned text read aloud. It also has a dictionary and a thesaurus that can be used for writing homework. Additionally, students can be provided with audiobooks, colored transparent overlays to relieve eye strain, and extended time for all reading assignments.