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152 terms across 8 categories
A comprehensive glossary of IEP and special education terms — iepadvocate.ai/advocabulary
Categories
A plan developed under Section 504 of the Rehabilitation Act that outlines the accommodations and modifications a student with a disability needs to access education equally. Unlike an IEP, a 504 Plan does not require specialized instruction — it focuses on removing barriers and ensuring equal access in the general education setting.
A method of collecting behavioral data that records the Antecedent (what happened before the behavior), the Behavior (what the student did), and the Consequence (what happened after). ABC data helps identify patterns and the function of behavior as part of a Functional Behavioral Assessment.
Changes in how a student accesses information or demonstrates learning that do not fundamentally alter the curriculum or lower expectations. Examples include extended time on tests, preferential seating, audio books, large print, note-taking assistance, and breaks during tests.
An evaluation that measures a student's ability to perform everyday life skills such as communication, self-care, social skills, and independent living. Adaptive behavior assessments are particularly important in determining eligibility for intellectual disability and for planning functional life skills instruction.
A person who helps a parent understand and navigate the special education system. Advocates can attend IEP meetings, help parents prepare, review documents, and communicate with the school. Unlike attorneys, advocates typically do not have legal degrees but have specialized training in special education law and process.
A score from a standardized assessment that describes a student's performance in terms of the age at which that performance is typical. For example, an age equivalent of 6 years 3 months means the student performed like a typical child of that age. Caution: age equivalents can be misleading and should not be the primary measure for IEP decisions.
The age (typically 18) at which IDEA rights transfer from the parent to the student. Schools must inform parents and students about the transfer of rights at least one year before the student reaches the age of majority. Students can choose to have their parents continue to participate in decisions.
Legal: 20 U.S.C. § 1415(m)
When a student with a disability reaches the maximum age for receiving special education services (age 21 in most states, though it varies). At that point, the student is no longer entitled to FAPE and exits the school system. Schools must plan for aging out through transition services, and students should be connected to adult service agencies well before they age out.
A different form of statewide testing designed for students with the most significant cognitive disabilities who cannot participate in general state assessments, even with accommodations. Only a small percentage of students (typically 1%) are eligible. The IEP team determines if alternate assessment is appropriate.
Legal: 34 C.F.R. § 300.160
A broad civil rights law that prohibits discrimination based on disability in employment, public services, and public accommodations. In the school setting, the ADA works alongside Section 504 and IDEA to ensure students with disabilities have equal access to education and school facilities.
Legal: 42 U.S.C. §§ 12101–12213
Measurable goals written into the IEP that describe what a child is expected to achieve within one year. Goals should be specific, measurable, and based on the child's present levels. They guide the specially designed instruction and services the child will receive.
The yearly meeting where the IEP team reviews and revises the student's IEP. The team examines the child's progress toward goals, updates present levels, writes new goals, and adjusts services as needed. Parents can also request an IEP review at any time, not just at the annual review.
An event, situation, or condition that occurs immediately before a behavior and may trigger or set the occasion for it. In an FBA, identifying antecedents helps understand what situations lead to challenging behavior. Common antecedents include transitions, task demands, peer interactions, and sensory environments.
A therapy approach based on the science of learning and behavior that is commonly used with children with autism spectrum disorder. ABA uses techniques like reinforcement, prompting, and task analysis to teach new skills and reduce challenging behaviors. In schools, ABA principles may be incorporated into a student's IEP services or BIP.
A motor speech disorder where the brain has difficulty planning and coordinating the movements needed for speech. Children with apraxia know what they want to say but have trouble directing their mouth muscles to produce the sounds correctly. It is also called childhood apraxia of speech (CAS) and may qualify a student for services under Speech or Language Impairment.
Any item, piece of equipment, or product system used to increase, maintain, or improve the functional capabilities of a child with a disability. This ranges from low-tech tools (pencil grips, slant boards) to high-tech solutions (speech-generating devices, text-to-speech software). The IEP team must consider AT for every student.
Legal: 20 U.S.C. § 1401(1)
An evaluation to determine whether a student needs assistive technology devices or services to benefit from their education. The assessment examines the student's abilities, the tasks they need to perform, and what technologies might help. Schools must consider assistive technology for every IEP.
A neurodevelopmental condition characterized by persistent patterns of inattention, hyperactivity, and/or impulsivity that interfere with functioning. In schools, students with ADHD may qualify for special education under the "Other Health Impairment" category or for a 504 Plan. There are three presentations: predominantly inattentive, predominantly hyperactive-impulsive, and combined.
A condition where the brain has difficulty processing and interpreting sounds, even though hearing is normal. Students with APD may struggle to understand speech in noisy environments, follow multi-step directions, distinguish between similar sounds, or process information quickly. APD may qualify a student for services under SLD or OHI.
Any method of communication that supplements or replaces speech for individuals who have difficulty producing or understanding spoken language. AAC ranges from low-tech options (picture boards, sign language) to high-tech devices (speech-generating tablets, eye-gaze systems). AAC is a form of assistive technology that schools must consider.
A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three. Under IDEA, autism is one of the 13 disability categories. Students with ASD may need supports for communication, social skills, sensory processing, behavior, and transitions.
Legal: 34 C.F.R. § 300.8(c)(1)
Data collected at the beginning of an intervention or IEP period that establishes a student's starting level of performance. Baseline data is essential for writing measurable IEP goals and for determining whether a student is making progress over time.
A written plan based on an FBA that describes the strategies, supports, and interventions to address a student's challenging behavior. A BIP should include preventive strategies, replacement behaviors to teach, response strategies, and a plan for monitoring effectiveness. It becomes part of the IEP.
Major milestones within an IEP goal that indicate expected progress at specific intervals during the year. Similar to short-term objectives, benchmarks help the IEP team assess whether a student is on track to meet their annual goals.
The legal obligation under IDEA requiring every state and school district to identify, locate, and evaluate all children with disabilities who may need special education services — regardless of the severity of their disability. This includes children in private schools, homeless children, and highly mobile children.
Legal: 20 U.S.C. § 1412(a)(3)
Federally funded centers that serve parents of children with disabilities in underserved communities. CPRCs focus on reaching families who may face additional barriers such as language, cultural differences, or economic disadvantage. They provide the same services as PTIs with a focus on equity.
Additional educational services awarded to a student when the school district has failed to provide FAPE. These services are intended to compensate the student for the educational benefit they lost due to the district's denial of appropriate services. Compensatory education is a common remedy in due process decisions.
A dispute resolution meeting used in some states (including Minnesota) where the parent and school district meet to discuss and attempt to resolve disagreements about a child's special education program. Conciliation is less formal than mediation and typically does not involve a neutral third party. In states that use it, a conciliation conference may be required before a parent can request a due process hearing or state complaint.
What happens immediately after a behavior occurs. In behavioral analysis, a consequence either reinforces (increases) or punishes (decreases) the likelihood of the behavior happening again. Understanding consequences is key to understanding why a behavior persists.
Services where a specialist (such as an OT or speech therapist) provides guidance, strategies, and support to teachers and staff rather than working directly with the student. Also called indirect services. The specialist consults with the classroom team to ensure strategies are implemented throughout the school day.
The range of educational settings that school districts must make available to students with disabilities, from least to most restrictive. This includes general education classes, resource rooms, self-contained classrooms, special schools, homebound instruction, and residential facilities. The IEP team determines the appropriate placement.
An assessment that measures a student's performance against a specific set of skills or standards, rather than comparing to other students. These tests show what a student can and cannot do — for example, whether they can add two-digit numbers or read at a certain level.
A brief, standardized assessment method used to monitor student progress in basic academic skills like reading fluency, math computation, and writing. CBMs are administered frequently (weekly or biweekly) and the results are graphed to show growth over time.
Strategies used to reduce the intensity of a behavioral crisis or emotional outburst. De-escalation techniques include speaking calmly, reducing demands, offering choices, providing space, and using sensory tools. The goal is to help the student return to a regulated state without the use of physical intervention.
An IDEA disability category for students with both hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated solely in programs for deaf or blind children.
Legal: 34 C.F.R. § 300.8(c)(2)
An IDEA disability category for a hearing impairment so severe that the child cannot process linguistic information through hearing, with or without amplification. This adversely affects educational performance. Students who are deaf may communicate through sign language, cued speech, or other methods.
Legal: 34 C.F.R. § 300.8(c)(3)
An IDEA category allowing states to provide special education services to children ages 3–9 who are experiencing delays in physical, cognitive, communication, social-emotional, or adaptive development. This category allows services without requiring a specific disability diagnosis at a young age.
Legal: 34 C.F.R. § 300.8(b)
Special education or related services provided directly to the student by a specialist (such as a speech therapist, occupational therapist, or special education teacher). Direct services involve one-on-one or small group sessions with the student, as opposed to consultative or indirect services provided to the teacher.
A method for identifying specific learning disabilities by comparing a student's IQ score to their academic achievement scores. If there is a "significant discrepancy" (the student's achievement is much lower than their IQ would predict), the student may qualify as having a learning disability. Many states have moved away from this model in favor of RTI or Patterns of Strengths and Weaknesses.
A formal written complaint filed by a parent or school district to initiate a due process hearing. The complaint must describe the child, the nature of the problem, proposed resolution, and relevant facts. It triggers a 30-day resolution period before the hearing can proceed.
A formal legal proceeding where a parent or school district presents evidence before an impartial hearing officer to resolve a dispute about a child's identification, evaluation, placement, or provision of FAPE. Either party can request a due process hearing. Decisions are legally binding.
Legal: 20 U.S.C. § 1415(f)
A specific learning disability that affects a person's ability to understand and work with numbers and mathematical concepts. Students with dyscalculia may struggle with number sense, memorizing math facts, telling time, counting money, and understanding mathematical operations.
A specific learning disability that affects writing ability, including handwriting, spelling, and the ability to organize thoughts on paper. Students with dysgraphia may have difficulty with letter formation, spacing, fine motor coordination for writing, and translating ideas into written language.
A specific learning disability that affects reading and related language-based processing skills. Dyslexia affects the ability to decode words (read fluently), spell, and sometimes comprehend text. It is neurological in origin and is not related to intelligence. Dyslexia is the most common learning disability.
All records, files, documents, and other materials directly related to a student that are maintained by the school or a party acting for the school. Under FERPA, parents have the right to inspect and review all educational records. Under IDEA, parents have the right to examine all records related to identification, evaluation, and placement.
The determination made by a team (including the parents) that a child meets the criteria for one or more of the 13 disability categories under IDEA and needs special education services. Both conditions must be met: the child must have a qualifying disability AND need specially designed instruction because of that disability.
Legal: 34 C.F.R. § 300.8
A document that summarizes evaluation findings and determines whether a student qualifies for special education services under IDEA. The report must identify whether the student has a disability under one of the 13 IDEA categories and whether that disability adversely affects educational performance, requiring specially designed instruction. States use various names for this document including ETR (Ohio), FIE (Texas), and MET Report (Michigan).
An IDEA disability category for students exhibiting one or more of the following over a long period and to a marked degree: inability to learn not explained by other factors, inability to build/maintain relationships, inappropriate behavior or feelings, pervasive mood of unhappiness or depression, or physical symptoms/fears associated with school problems.
Legal: 34 C.F.R. § 300.8(c)(4)
The standard for FAPE established by the Supreme Court in Endrew F. v. Douglas County School District (2017). The Court held that an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." This replaced the lower "merely more than de minimis" standard.
The process of gathering information to determine whether a child has a disability and needs special education services. An evaluation must use a variety of assessment tools and strategies, cannot rely on a single measure, must be administered by trained professionals, and must assess all areas of suspected disability.
Legal: 34 C.F.R. § 300.304
A comprehensive document used primarily in Ohio that summarizes all evaluation results and determines special education eligibility. The ETR documents findings from psychoeducational testing, observations, parent input, and assessments from specialists (speech, OT, etc.). It identifies the disability category, describes how the disability impacts educational performance, and must be completed before an IEP can be written.
A set of mental skills that include working memory, flexible thinking, and self-control. Executive function skills help with planning, organizing, managing time, paying attention, switching focus, and regulating behavior. Difficulties with executive function are common in students with ADHD, ASD, and learning disabilities.
Special education services provided beyond the regular school year (typically during summer) for students who would experience significant regression without them. ESY is not the same as summer school — it is specifically designed to maintain IEP skills. Eligibility is determined by the IEP team based on regression/recoupment data.
Legal: 34 C.F.R. § 300.106
An IEP meeting led by a neutral, trained facilitator to help the team communicate more effectively and reach agreement. Facilitated IEPs are used when there is conflict or a history of disagreement between parents and the school. The facilitator guides the process but does not make decisions — the IEP team retains all decision-making authority.
A federal law that protects the privacy of student education records. Parents have the right to inspect and review their child's records, request corrections, and control disclosure of personally identifiable information. These rights transfer to the student at age 18.
Legal: 20 U.S.C. § 1232g
The right of every child with a disability to receive special education and related services at no cost to the family. "Appropriate" means the education must be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances, as established by the Supreme Court in Endrew F. v. Douglas County (2017).
Legal: 20 U.S.C. § 1401(9)
A comprehensive evaluation that assesses all areas of suspected disability. Used in many states (especially Texas) to refer to the initial or comprehensive evaluation that determines special education eligibility. Must include multiple assessment tools, be conducted by qualified professionals, and cover all relevant developmental areas.
A systematic process for identifying the underlying function (purpose) of a student's challenging behavior. An FBA examines what happens before the behavior (antecedents), what the behavior looks like, and what happens after (consequences). The results are used to develop a Behavior Intervention Plan (BIP).
A score from a standardized assessment expressed as the grade level at which a student's performance is considered typical. For example, a grade equivalent of 3.5 means the student scored like a typical student in the fifth month of third grade. Like age equivalents, grade equivalents can be misleading and are not recommended as the sole basis for educational decisions.
A legal arrangement in which a court appoints a person to make decisions for an adult who is unable to make decisions independently. In special education, guardianship becomes relevant at the age of majority (typically 18) when IDEA rights transfer to the student. Parents who believe their child cannot manage their own affairs may seek guardianship through the courts.
An IDEA disability category for a hearing loss (whether permanent or fluctuating) that adversely affects educational performance but is not included under the definition of deafness. Students with hearing impairments may use hearing aids, FM systems, or other amplification devices.
Legal: 34 C.F.R. § 300.8(c)(5)
A change to an existing IEP that can be made without convening a full IEP meeting, if the parent and school district agree. Amendments allow minor changes (like adjusting service minutes or modifying a goal) between annual reviews. The changes must be documented in writing and attached to the existing IEP.
Legal: 20 U.S.C. § 1414(d)(3)(D)
A formal meeting where the IEP team comes together to develop, review, or revise a student's IEP. Parents must be invited and given adequate notice. Schools must schedule meetings at a mutually agreed time and place. Parents have the right to bring advocates or other individuals with knowledge of the child.
The group of people responsible for developing, reviewing, and revising a child's IEP. By law, the team must include the parents, at least one regular education teacher, at least one special education teacher, a school district representative, someone who can interpret evaluation results, and (when appropriate) the student.
Legal: 34 C.F.R. § 300.321
A neutral, trained individual who presides over due process hearings and makes legally binding decisions about disputes between parents and school districts. The hearing officer must not be an employee of the school district or the state education agency involved in the child's education, and must have no personal or professional interest in the outcome.
Legal: 20 U.S.C. § 1415(f)(3)
The practice of educating students with disabilities in general education classrooms alongside their non-disabled peers, with appropriate supports and services. Inclusion is not just physical placement — it means meaningful participation in the general education curriculum and school community.
An evaluation conducted by a qualified examiner who is not employed by the school district. Parents have the right to request an IEE at public expense if they disagree with the school's evaluation. The school must either pay for the IEE or file for a due process hearing to defend its own evaluation.
Legal: 34 C.F.R. § 300.502
A written plan developed for each child eligible for special education services. The IEP describes the child's present levels of performance, measurable annual goals, the special education and related services to be provided, and how progress will be measured. It is a legally binding document that schools must follow.
Legal: 20 U.S.C. § 1414(d)
A written plan for providing early intervention services to infants and toddlers (birth through age 2) with disabilities and their families under Part C of IDEA. The IFSP includes the child's present levels, family concerns and priorities, measurable outcomes, and the specific early intervention services to be provided.
Legal: 20 U.S.C. § 1436
The federal law that guarantees all children with disabilities access to a free appropriate public education (FAPE). IDEA requires schools to find, evaluate, and serve children with disabilities from birth through age 21. It establishes the right to an Individualized Education Program (IEP) and provides procedural safeguards for families.
Legal: 20 U.S.C. §§ 1400–1482
An IDEA disability category characterized by significantly below-average general intellectual functioning (typically an IQ of approximately 70 or below) and deficits in adaptive behavior, both manifested during the developmental period. Students with ID need instruction in academic, functional, and life skills.
Legal: 34 C.F.R. § 300.8(c)(6)
Students who demonstrate exceptional ability or potential in one or more areas (intellectual, creative, artistic, leadership, or academic). While IDEA does not cover giftedness, many states have separate mandates for gifted education. Understanding giftedness is important in special education because twice-exceptional (2e) students need both gifted services and disability supports.
A temporary educational placement (up to 45 school days) for a student with a disability who has been removed from their current placement due to certain serious behaviors: carrying a weapon, possessing drugs, or inflicting serious bodily injury. The student must continue to receive FAPE and progress toward IEP goals in the IAES.
Legal: 20 U.S.C. § 1415(k)(1)(G)
The IDEA principle requiring that children with disabilities be educated with their non-disabled peers to the maximum extent appropriate. Removal from the general education classroom should only occur when the nature or severity of the disability is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily.
Legal: 20 U.S.C. § 1412(a)(5)
A public board of education or other public authority that administers public schools within a city, county, or school district. In IEP meetings, the LEA representative is a school district member who has the authority to commit district resources and make decisions about services and placement.
Legal: 20 U.S.C. § 1401(19)
Placing a student with a disability in a general education classroom for part of the school day when the student can benefit from the instruction. Unlike full inclusion, mainstreaming typically means the student spends some time in a special education setting and some time in general education.
A review that must occur within 10 school days when a student with a disability is facing a disciplinary removal of more than 10 days. The IEP team must determine whether the behavior was caused by or substantially related to the child's disability, or was a direct result of the school's failure to implement the IEP.
Legal: 20 U.S.C. § 1415(k)(1)(E)
A voluntary, confidential process where a trained, impartial mediator helps parents and the school district reach a mutually acceptable agreement about a dispute. Mediation is offered at no cost to parents and can be requested at any time, not just when a due process complaint is filed. Agreements reached in mediation are legally binding.
Legal: 20 U.S.C. § 1415(e)
Changes that alter what a student is expected to learn or demonstrate. Unlike accommodations, modifications change the actual curriculum content or lower the expectations. Examples include simplified assignments, reduced number of problems, and altered grading criteria. Modifications are typically only available through an IEP, not a 504 Plan.
A comprehensive framework that includes academic, behavioral, and social-emotional supports for all students. MTSS expands on RTI by addressing the whole child, not just academic skills. It uses data-driven decision-making to provide tiered levels of support and early intervention.
A comprehensive evaluation report used in several states (including Michigan and others) that documents findings from a team of specialists to determine special education eligibility. The MET report includes results from cognitive, academic, behavioral, and other assessments, along with observations and parent input. Similar documents in other states include the ETR (Ohio), FIE (Texas), and Eligibility Report.
An IDEA category for students with two or more co-occurring disabilities (such as intellectual disability and orthopedic impairment), the combination of which causes such severe educational needs that the student cannot be accommodated in special education programs designed for any one disability alone. Does not include deaf-blindness.
Legal: 34 C.F.R. § 300.8(c)(7)
An assessment that compares a student's performance to a national sample of students of the same age or grade. Results are reported as standard scores, percentile ranks, or age/grade equivalents. These tests help identify whether a student is performing significantly below expectations.
A related service that helps students develop or improve fine motor skills, sensory processing, self-care skills, and the ability to participate in school activities. In schools, OT focuses on skills needed for academic success like handwriting, using scissors, managing clothing, and sensory regulation.
A related service for students with visual impairments that teaches them to move safely and independently through their environment. O&M instruction includes using a white cane, understanding spatial concepts, navigating school buildings, crossing streets, and using public transportation.
An IDEA disability category for severe orthopedic impairments that adversely affect educational performance. This includes conditions caused by congenital anomaly, disease (such as bone tuberculosis), and other causes (such as cerebral palsy, amputations, and fractures or burns that cause contractures).
Legal: 34 C.F.R. § 300.8(c)(8)
An IDEA disability category for students with limited strength, vitality, or alertness — including heightened alertness to environmental stimuli — due to chronic or acute health problems. ADHD is the most common condition qualifying under OHI. Other conditions include epilepsy, diabetes, Tourette syndrome, and sickle cell anemia.
Legal: 34 C.F.R. § 300.8(c)(9)
A trained individual (also called an aide, paraeducator, or teaching assistant) who works under the supervision of a certified teacher to provide support to students with disabilities. Paraprofessionals may help with instruction, behavior management, personal care, and inclusion in general education settings.
Federally funded centers in every state that provide free training and information to parents of children with disabilities. PTIs help parents understand their rights, navigate the special education system, and participate effectively in their child's education. Every state has at least one PTI.
The requirement that parents must agree in writing before the school can conduct an initial evaluation, begin providing special education services, or re-evaluate their child. Consent is informed — parents must be told in their native language what the school is proposing and that they have the right to refuse.
Legal: 34 C.F.R. § 300.300
The section of IDEA that governs special education services for children ages 3 through 21. Part B requires states to provide FAPE to all eligible children with disabilities through an IEP. When a child transitions from early intervention (Part C) at age 3, they move to Part B services if found eligible.
Legal: 20 U.S.C. §§ 1411–1419
The section of IDEA that provides services for infants and toddlers (birth through age 2) with disabilities or developmental delays. Part C services are delivered through an Individualized Family Service Plan (IFSP) and typically provided in the child's natural environment (home, daycare). At age 3, children may transition to Part B services.
Legal: 20 U.S.C. §§ 1431–1444
Another term for "stay put." During any administrative or judicial proceeding, the child must remain in their current educational placement unless the parents and the school district agree to a change. This prevents schools from unilaterally moving a child during a dispute.
A score indicating the percentage of same-age peers that a student scored equal to or higher than. For example, a percentile rank of 25 means the student scored as well as or better than 25% of peers. It does not mean the student got 25% of questions correct.
An approach to planning that puts the individual with a disability at the center of all decisions about their life. In transition planning, this means the student's own goals, dreams, preferences, and strengths drive the plan — not just test scores or school expectations.
A related service that addresses a student's gross motor skills, mobility, balance, coordination, and strength as they relate to accessing the educational environment. In schools, PT focuses on skills needed to navigate the school building, participate in physical activities, and maintain safe positioning.
The educational setting where a student's IEP will be implemented. Placement decisions must be based on the IEP (not the other way around) and made in the least restrictive environment. The continuum of placements ranges from general education classrooms to residential facilities.
A school-wide framework for preventing and addressing behavior problems using evidence-based practices. PBIS focuses on teaching and reinforcing expected behaviors rather than punishing misbehavior. It uses a tiered approach: universal supports for all students, targeted interventions for some, and intensive support for a few.
Measurable goals in the transition plan that describe what the student will do after leaving high school. Goals must address education/training (college, vocational training) and employment. Goals for independent living are included when appropriate. These goals drive the transition services in the IEP.
The section of the IEP that describes where a child currently stands academically and functionally. It includes data from evaluations, classroom performance, and teacher/parent observations. Present levels are the foundation of the IEP — goals, services, and placement all flow from this section.
A written document that the school must provide to parents whenever it proposes or refuses to initiate or change the identification, evaluation, educational placement, or provision of FAPE to a child. The notice must describe what the school is proposing (or refusing), why, what evidence was considered, and what other options were considered.
Legal: 34 C.F.R. § 300.503
A set of rights guaranteed to parents under IDEA that protect their ability to participate in decisions about their child's education. These include the right to written notice before changes, access to records, informed consent, participation in meetings, and the right to disagree through mediation or due process.
Legal: 20 U.S.C. § 1415
The systematic, ongoing collection of data to assess whether a student is making adequate progress toward IEP goals or responding to an intervention. Progress monitoring uses brief, repeated assessments (like CBMs) to track growth and inform instructional decisions.
Regular reports that inform parents how their child is progressing toward their IEP goals. Under IDEA, parents must receive progress reports at least as often as parents of non-disabled children receive report cards. Reports should include data showing whether the student is on track to meet annual goals.
A comprehensive assessment conducted by a school psychologist that typically includes cognitive (IQ) testing, academic achievement testing, and often social-emotional and behavioral assessments. It is commonly used to determine eligibility for special education, particularly for specific learning disabilities.
Special education or related services where a student is removed from the general education classroom to receive instruction in a separate setting (such as a resource room or therapy room). Pull-out services allow for more intensive, individualized instruction but are more restrictive than push-in services.
Special education or related services delivered inside the general education classroom. A specialist comes into the classroom to work with the student during regular instruction, allowing the student to remain with peers. Push-in is generally considered less restrictive than pull-out services.
A review of existing data and, if needed, additional assessments to determine whether a child continues to have a disability and still needs special education. Re-evaluations must occur at least every three years (triennial) but can happen sooner at the request of the parent or teacher. The school cannot re-evaluate more than once a year without parental agreement.
Legal: 34 C.F.R. § 300.303
A formal request to have a child evaluated for special education services. A referral can be made by parents, teachers, or other school personnel who suspect a child may have a disability. Once a referral is received, the school district has a specific timeline (varies by state) to complete the evaluation.
Regression refers to the loss of skills a student experiences during breaks from school (such as summer). Recoupment is the time it takes to regain those skills after returning. If a student shows significant regression that takes an unusually long time to recoup, this is a key factor in determining eligibility for Extended School Year (ESY) services.
A consequence that increases the likelihood that a behavior will occur again in the future. Positive reinforcement adds something desirable (praise, a token, a preferred activity); negative reinforcement removes something unpleasant (taking away a demand when a student asks for a break). Reinforcement is a core strategy in BIPs and ABA.
Supportive services required to help a child with a disability benefit from special education. Examples include speech-language therapy, occupational therapy, physical therapy, counseling, transportation, school health services, social work, and parent counseling and training.
Legal: 20 U.S.C. § 1401(26)
An appropriate, desired behavior that is taught to a student as an alternative to a challenging behavior. The replacement behavior should serve the same function as the problem behavior. For example, teaching a student to raise their hand instead of calling out (both serve the function of gaining attention).
A mandatory meeting that must occur within 15 days of a due process complaint being filed (unless both parties agree to skip it or use mediation instead). The purpose is to give the school district an opportunity to resolve the complaint before a hearing. If resolved, the agreement is legally binding.
Legal: 34 C.F.R. § 300.510
A special education classroom where students go for part of the day to receive specialized instruction in specific academic areas. Students spend the rest of their day in general education classes. The resource room provides a smaller setting with more individualized attention.
A multi-tiered framework used to identify students who are struggling and provide them with increasingly intensive levels of support. RTI is often used before a special education referral to determine if a student's difficulties can be addressed through general education interventions. It typically has three tiers of increasing intensity.
Restrictive practices sometimes used in schools during behavioral emergencies. Physical restraint involves restricting a student's movement; seclusion involves isolating a student in a space they cannot leave. Federal guidance recommends these be used only as a last resort when there is imminent danger, never as punishment or as part of a BIP.
The original FAPE standard from the Supreme Court case Board of Education v. Rowley (1982). The Court held that FAPE requires an IEP reasonably calculated to provide educational benefit. This standard was later raised by the Endrew F. decision in 2017.
A civil rights law that prohibits discrimination against individuals with disabilities in any program receiving federal funding. In schools, Section 504 requires that students with disabilities receive accommodations that ensure equal access to education. Students who don't qualify for an IEP may still qualify for a 504 Plan.
Legal: 29 U.S.C. § 794
The ability to understand and communicate one's own needs, rights, and interests. In special education, self-advocacy means a student can explain their disability, describe the supports they need, speak up in IEP meetings, and request accommodations. Building self-advocacy skills is essential for transition to adult life.
A special education classroom where students spend most or all of their school day. These classrooms typically have fewer students, a lower student-to-teacher ratio, and specialized instruction. Students may still participate in some general education activities like lunch, specials, or assemblies.
The ability of a person to make choices and decisions about their own life. In special education, self-determination skills include self-advocacy, goal-setting, decision-making, and self-awareness. Teaching these skills is a critical part of transition planning to help students succeed independently after school.
The ability to manage one's emotions, behavior, and body movement in a way that allows productive engagement in learning and social situations. Students with disabilities may need explicit instruction and supports to develop self-regulation skills, such as calming strategies, emotional identification, and impulse control.
The way the nervous system receives, organizes, and responds to sensory input from the environment (sight, sound, touch, taste, smell, movement, and body awareness). Some students may be oversensitive (avoiding certain inputs) or undersensitive (seeking sensory input), which can affect behavior, attention, and learning.
A condition where the brain has difficulty receiving and responding to sensory information (touch, sound, sight, taste, smell, movement, body position). Students with SPD may be oversensitive, undersensitive, or both. While not a standalone IDEA category, SPD can significantly impact learning and may be addressed through OT services in the IEP.
The specific amount of time (in minutes per week or month) that each special education or related service will be provided, as documented in the IEP. Service minutes must be clearly stated — for example, "30 minutes of speech therapy, 2 times per week." Vague language like "as needed" is not acceptable.
Intermediate steps that break down an annual IEP goal into smaller, measurable components. While IDEA only requires objectives for students who take alternate assessments, many states and districts include them for all students. Objectives help track incremental progress toward the annual goal.
Explicit instruction in social interaction skills such as turn-taking, reading body language, starting conversations, understanding perspectives, and resolving conflicts. Social skills training is often included in the IEP for students with autism, emotional disturbance, or other disabilities that affect social functioning. It can be delivered individually, in small groups, or embedded in the school day.
Specially designed instruction provided at no cost to parents to meet the unique needs of a child with a disability. Special education includes instruction in the classroom, home, hospitals, institutions, and other settings. It also includes physical education and can include speech-language pathology services.
Legal: 20 U.S.C. § 1401(29)
A lawyer who specializes in special education law and represents families (or school districts) in disputes about a child's education. Attorneys can provide legal advice, attend meetings, negotiate with districts, file due process complaints, and represent families in hearings and court.
Instruction that is adapted in content, methodology, or delivery to address the unique needs of a child with a disability and ensure access to the general curriculum. SDI is the core of what makes special education "special" — it is instruction specifically tailored to the individual child.
Legal: 34 C.F.R. § 300.39(b)(3)
A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that affects the ability to listen, think, speak, read, write, spell, or do mathematical calculations. This is the most common disability category under IDEA and includes conditions like dyslexia, dysgraphia, and dyscalculia.
Legal: 34 C.F.R. § 300.8(c)(10)
An IDEA disability category for communication disorders such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance. This is one of the most common IDEA categories for younger children.
Legal: 34 C.F.R. § 300.8(c)(11)
A related service provided by a licensed speech-language pathologist (SLP) to address communication difficulties. This may include articulation, language comprehension, expressive language, fluency (stuttering), voice, pragmatic (social) language, and feeding/swallowing issues.
A score that indicates how far above or below average a student performs compared to same-age peers. Most standard scores have a mean of 100 and a standard deviation of 15. A score of 85 is one standard deviation below average; a score of 70 is two standard deviations below average.
A test that is administered and scored in a consistent manner across all test-takers. Standardized assessments use norm-referenced scores to compare a child's performance to a large sample of same-age peers. Common types include IQ tests, achievement tests, and adaptive behavior scales.
A written complaint filed with the state education agency alleging that a school district has violated IDEA. The state must investigate and issue a decision within 60 days. Unlike due process, anyone (not just parents) can file a state complaint, and it can address systemic issues affecting multiple students.
Legal: 34 C.F.R. §§ 300.151–300.153
The state-level agency responsible for supervising public elementary and secondary schools. The SEA ensures school districts comply with IDEA, handles state complaints, and provides guidance on special education policy. Every state's SEA is responsible for monitoring local districts.
Legal: 20 U.S.C. § 1401(32)
A legal protection under IDEA ensuring that a child remains in their current educational placement during any dispute between the parents and the school district (such as a due process hearing). The child's placement cannot be changed until the dispute is resolved, unless both parties agree otherwise.
Legal: 20 U.S.C. § 1415(j)
An IEP meeting in which the student takes an active role in presenting their strengths, needs, goals, and preferences. Some students run the entire meeting. Student-led IEPs build self-advocacy and self-determination skills and help ensure the student's voice is central to educational planning.
Aids, services, and other supports provided in general education classes, extracurricular activities, and nonacademic settings to enable students with disabilities to be educated alongside non-disabled peers. Examples include a one-on-one aide, visual schedules, adapted materials, and assistive technology.
Legal: 20 U.S.C. § 1401(33)
Competitive work in an integrated setting with ongoing support services for individuals with significant disabilities. Supports may include a job coach, assistive technology, modified duties, or workplace accommodations. Supported employment is an important post-secondary outcome for students with more significant disabilities.
A person appointed by the school district or state to act as a parent for a child with a disability when no parent can be identified, the parent cannot be located, or the child is a ward of the state. The surrogate has all the rights of a parent under IDEA, including consent and participation in IEP meetings.
Legal: 20 U.S.C. § 1415(b)(2)
Ongoing evaluation of a student's strengths, interests, preferences, and needs related to post-school life. Transition assessments may include interest inventories, career aptitude tests, adaptive behavior scales, and interviews with the student and family. Results inform post-secondary goals and transition services.
The section of the IEP that addresses a student's goals and services for life after high school. The plan must include measurable post-secondary goals related to training, education, employment, and (where appropriate) independent living. It must also include the transition services needed to reach those goals.
A coordinated set of activities for a student with a disability, designed to facilitate movement from school to post-school life. Transition planning must begin no later than the first IEP in effect when the student turns 16 (earlier in some states). Services are based on the student's strengths, preferences, and interests.
Legal: 20 U.S.C. § 1401(34)
An IDEA disability category for an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment that adversely affects educational performance. TBI can affect cognition, language, memory, attention, reasoning, behavior, and physical abilities.
Legal: 34 C.F.R. § 300.8(c)(12)
A comprehensive re-evaluation of a student receiving special education services that must occur at least every three years. The purpose is to determine whether the child continues to have a disability and still needs special education. Parents can request a re-evaluation sooner, but not more than once a year without school agreement.
Legal: 34 C.F.R. § 300.303
A term for students who are both gifted/talented and have a disability. For example, a child may have a high IQ but also have dyslexia, ADHD, or autism. Twice-exceptional students are often underidentified because their giftedness can mask their disability, and their disability can mask their giftedness.
An IDEA disability category for impairment in vision that, even with correction, adversely affects educational performance. The term includes both partial sight and blindness. Students may need braille, large print, orientation and mobility training, and assistive technology.
Legal: 34 C.F.R. § 300.8(c)(13)
Tools that use images, symbols, words, or objects to help students understand expectations, routines, and concepts. Examples include visual schedules, social stories, first-then boards, token boards, choice boards, and picture exchange systems. Visual supports are especially helpful for students with autism, language delays, or intellectual disabilities.
A state and federally funded program that helps individuals with disabilities prepare for, find, and maintain employment. Schools should coordinate with VR agencies as part of transition planning. VR can provide job coaching, career counseling, training, assistive technology, and supported employment services.
Generated from IEP Advocate.ai — iepadvocate.ai/advocabulary — This is general information, not legal advice.