IEP Glossary

Changes in how your child learns or is tested that don't change what they learn. Examples include extra time on tests, preferential seating, audio books, or having instructions read aloud.

A federal civil rights law that prohibits discrimination against people with disabilities in all areas of public life, including schools. ADA works alongside IDEA and Section 504 to protect your child.

Measurable goals in your child's IEP that describe what they should be able to accomplish within one year. Goals should be specific, measurable, and based on your child's present levels of performance.

A meeting held at least once a year to review your child's IEP, assess progress on goals, and update the plan for the coming year. You are an equal member of the team at this meeting.

Any device, equipment, or software that helps your child learn, communicate, or participate in school. This can range from simple tools like pencil grips to complex devices like speech-generating tablets.

A condition that makes it hard to focus, control impulses, or sit still. Children with ADHD may qualify for special education under the "Other Health Impairment" category or for a 504 Plan.

Methods and tools used to help people who cannot rely on speech alone to communicate. This includes picture boards, sign language, and electronic speech-generating devices.

A developmental disability that affects communication, social interaction, and behavior. Under IDEA, autism is one of the 13 disability categories that can qualify a child for special education.

A measure of your child's current performance level before starting a new intervention or goal. It provides a starting point to track progress.

Strategies and supports designed to help your child learn appropriate behaviors and reduce challenging behaviors. These should be positive and proactive rather than punitive.

A plan that describes specific strategies and supports to address challenging behaviors identified through a Functional Behavioral Assessment. It focuses on teaching replacement behaviors and preventing problem behaviors.

Smaller steps that break down an annual goal into manageable pieces. They help track your child's progress toward the larger goal throughout the year.

A requirement under IDEA that schools must identify, locate, and evaluate all children with disabilities who may need special education services. This includes children in private schools, homeless children, and those who are advancing from grade to grade.

The full range of educational placement options that must be available to meet the needs of children with disabilities, from general education classrooms with support to separate specialized schools or residential programs.

A related service provided by a qualified counselor, social worker, or psychologist to help your child with social-emotional needs that affect their ability to learn.

A test that measures your child's performance against a set standard or skill level, rather than comparing them to other children. It shows what your child can and cannot do.

The content and skills that students are expected to learn at each grade level. Your child's IEP should address how they will access and progress in the general education curriculum.

The process of gathering information about your child's performance on IEP goals. Data is collected regularly and used to make decisions about instruction and services.

IDEA identifies 13 disability categories that may qualify a child for special education: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment.

Special rules apply when a child with an IEP faces school discipline. For suspensions over 10 days, the school must hold a manifestation determination and continue to provide FAPE.

A formal way to resolve disagreements between you and the school about your child's special education. You can request a "due process hearing" where an impartial hearing officer makes a decision. This is a legal proceeding.

A specific learning disability that primarily affects reading and language processing. Children with dyslexia may struggle with reading fluency, decoding, spelling, and reading comprehension.

The determination that your child meets the criteria for a specific disability category under IDEA and needs special education services. The IEP team makes this decision based on evaluation results.

A meeting where the IEP team reviews evaluation results to determine if your child qualifies for special education services under one of IDEA's disability categories.

A comprehensive assessment to determine if your child has a disability and qualifies for special education. It looks at all areas of suspected disability and must use multiple methods, not just a single test.

Special education services provided beyond the regular school year (such as during summer) for children who would lose significant skills without continued instruction. Not all children with IEPs qualify for ESY.

A federal law that protects the privacy of your child's education records. You have the right to inspect your child's records, request corrections, and control who sees the records.

Your child's right to receive special education and related services at no cost to you. "Appropriate" means the education must be designed to meet your child's unique needs and help them make progress.

A process to understand why your child behaves in certain ways. It looks at what happens before and after a behavior to identify triggers and what the child gets from the behavior, so the team can develop better strategies.

The standard curriculum and classroom setting provided to all students. Many children with disabilities spend all or part of their day in general education with appropriate supports.

A change to your child's current IEP that can be made without holding a full IEP meeting, as long as you and the school agree. Amendments must be documented in writing.

The group of people who develop your child's IEP. This includes you (the parent), at least one of your child's general education teachers, a special education teacher, a school representative, and someone who can interpret evaluation results. You can also invite others.

The practice of educating children with disabilities alongside their non-disabled peers in general education classrooms, with appropriate supports and services.

An evaluation conducted by a qualified professional who does not work for the school. You have the right to request an IEE at the school's expense if you disagree with the school's evaluation.

A written plan created for your child that describes their current abilities, sets learning goals, and lists the special education services they will receive. It's a legal document that the school must follow.

The federal law that requires public schools to provide a free appropriate public education to children with disabilities. IDEA guarantees your child the right to special education services and protections.

Your right to be fully informed about and agree to any action the school wants to take regarding your child's special education, including evaluations and initial placement. You can withdraw consent at any time.

A targeted strategy, program, or service designed to help a student improve in a specific area. Interventions are based on the child's identified needs and are monitored for effectiveness.

The principle that children with disabilities should be educated with their non-disabled peers to the maximum extent appropriate. Your child should only be removed from the general education classroom when their needs cannot be met there, even with extra support.

Your local school district or the public board of education responsible for providing education in your area. The LEA is responsible for implementing IDEA and providing FAPE.

Placing a child with a disability in a general education classroom for part of the school day. Unlike full inclusion, mainstreaming typically means the child spends some time in a separate special education setting.

A meeting held when a child with a disability faces a disciplinary action (like removal for more than 10 consecutive school days, or a pattern of shorter removals that constitutes a change of placement). The team must determine whether the behavior was caused by the child's disability. If so, the school cannot use the same discipline as for non-disabled students.

Goals written so that anyone can observe and measure whether the child has achieved them. A measurable goal includes the conditions, the behavior to be observed, and the criteria for success.

A voluntary, free process where you and the school work with a neutral third party (mediator) to resolve disagreements about your child's education. It's less formal than due process and can be faster.

Changes to what your child is expected to learn or demonstrate. Unlike accommodations, modifications change the content or expectations. Examples include a simplified reading level or fewer homework problems.

A framework schools use to provide different levels of support to all students based on their needs. It includes academic and behavioral support, getting more intensive at each tier.

A standardized test that compares your child's performance to a large group of other children the same age. Results are often reported as percentiles or standard scores.

A related service that helps children develop fine motor skills, sensory processing, self-care skills, and the ability to participate in classroom activities like writing, cutting, and organizing materials.

A dedicated paraprofessional assigned to support a single student throughout the school day. This level of support is provided when a child needs constant assistance to access their education.

An IDEA disability category that covers conditions like ADHD, epilepsy, diabetes, or other health conditions that limit a child's strength, vitality, or alertness and affect their educational performance.

A school staff member who works under the supervision of a teacher to provide additional support to students. They may help with instruction, behavior management, or personal care needs.

A related service that helps children with gross motor skills, mobility, balance, and physical functioning in the school environment.

The educational setting where your child receives their special education services. This could range from a general education classroom with support to a separate specialized school, depending on your child's needs.

A school-wide framework that uses positive strategies to teach and reinforce expected behaviors. It provides increasing levels of support for students who need more help with behavior.

A section of the IEP that describes how your child is currently performing academically and functionally. It's the starting point for setting goals and planning services.

A written document the school must give you before they make any changes to your child's identification, evaluation, placement, or services. It must explain what they want to do (or refuse to do), why, and what options were considered.

A set of rights that protect you and your child during the special education process. These include the right to participate in meetings, access records, give or refuse consent, and resolve disagreements. The school must give you a copy of these rights at least once a year.

Regular assessment of your child's performance to track whether they are making progress toward their IEP goals. The school must report progress to you at least as often as report cards are issued.

The time it takes for your child to regain skills lost during a break from school. If recoupment takes an unusually long time, it may indicate a need for extended school year (ESY) services.

A review of your child's progress and needs that must happen at least every three years (triennial). It determines whether your child still qualifies for special education and if any changes to services are needed.

A significant loss of skills that occurs during breaks from school. If your child shows regression, it may support the need for extended school year (ESY) services.

Additional support services your child needs to benefit from special education. Common examples include speech therapy, occupational therapy, physical therapy, counseling, transportation, and assistive technology.

A separate classroom where students with disabilities receive specialized instruction for part of the school day, usually in small groups. Students typically spend the rest of their day in general education.

A multi-step approach schools use to identify and support students with learning difficulties. Students receive increasingly intensive levels of instruction and are monitored for progress. RTI data can be part of the evaluation process.

A civil rights law that prevents discrimination against people with disabilities. A 504 Plan provides accommodations in school for students who have a disability but may not need the specialized instruction provided through an IEP.

A separate classroom where students with disabilities receive most or all of their instruction. Class sizes are smaller with more staff support. Students may join general education for some activities.

How the brain receives, organizes, and responds to information from the senses. Some children have difficulty processing sensory input, which can affect their ability to learn and participate in school.

Goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. IEP goals should follow the SMART framework so progress can be clearly tracked.

Skills and strategies that help children manage emotions, build relationships, make responsible decisions, and handle social situations. These skills are often addressed in IEP goals.

Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. This can include instruction in the classroom, at home, in hospitals, or other settings.

Instruction that has been adapted in content, methodology, or delivery to address the unique needs of your child. This is the core of what makes special education "special."

A disorder that affects how the brain processes information, making it hard to learn in one or more areas like reading (dyslexia), writing (dysgraphia), or math (dyscalculia). It is the most common disability category under IDEA.

A related service that helps children with speech sounds, language comprehension, expression, social communication, voice, and fluency. Provided by a Speech-Language Pathologist.

A written complaint you can file with your state education agency if you believe the school has violated special education law. The state must investigate and respond within 60 days.

The state-level agency responsible for overseeing education in the state. The SEA monitors school districts to ensure they comply with IDEA and handles state complaints.

Your child's right to remain in their current educational placement while any disagreement about their IEP or placement is being resolved through due process. The school cannot change your child's placement during this time.

Supports provided in general education classes so that children with disabilities can be educated alongside their non-disabled peers. This includes aids, services, and other supports.

Part of the IEP that outlines your child's goals and the services needed to prepare for life after high school. It addresses areas like further education, employment, and daily living skills.

A set of activities designed to help your child move from school to adult life. Starting at age 16 (or earlier in some states), the IEP must include goals and services for post-school education, employment, and independent living.

A comprehensive reevaluation that occurs every three years to determine if your child continues to qualify for special education and whether their services need to change.