YIKES! Lost in IEP Jargon??
25 SPECIAL EDUCATION TERMS EVERY PARENT MUST KNOW!
Special Education Terminology
If your child qualifies for Special Education or is in the process of being evaluated for Special Education, you may be confused about all the different terms used in Special Education.
This tip sheet will highlight some common Special Education terminology you may hear in the United States, to help you better understand and navigate the system. This list won’t include EVERY single term or acronym (there are A LOT!), but it should at least jumpstart your orientation to the world of Special Education!
1. IDEA: Individuals with Disabilities Education Act
This is a law that ensures services to children who have disabilities, from birth through age 21. “Part B” of the IDEA law applies to individuals ages 3-21, and this is where special education enters the picture. If you’re interested in seeing what the law actually says, word-for-word, you can read it here: “Individuals with Disabilities Education Improvement Act of 2004.”
2. Special Education
This is “individualized instruction designed to meet the unique needs of certain students” who have been identified as having a disability (Causton & Tracy-Bronson, 2014, p. 16). This individualized instruction may include specialized services, teaching strategies, materials, equipment, accommodations, and/or modifications. You can learn more about the U.S. Special Education system by visiting the Office of Special Education Programs.
3. Categories of Disability
There are over a dozen “categories of disability” within Special Education as outlined by IDEA, and each one of them has their own definition. The key here is that, in order to become eligible for Special Education, a child must meet the criteria for at least one category of disability AND their disability must be adversely affecting their educational performance. Find out what each and every category of disability is (and how they are defined educationally) here: Child with Disability.
4. IEP: Individualized Education Program
If it has been determined that a school-age child (age 3-21) meets eligibility criteria for Special Education under one of the categories of disability, an IEP document is then developed, reviewed, and revised at least once a year by the child’s educational team (which includes the parents). In short, the IEP is a legal document that outlines the learning priorities for the next year and the specific way in which the school district will meet the individual educational needs of the specific student with a disability.
5. Related Services
These are services that will help a student with a disability benefit from their special education program. School therapy services are considered “related services” under IDEA. This is important because it means a child must be eligible for special education (i.e., they qualify for an IEP) in order to receive related services (such as school OT and PT), so those services are not “stand-alone” services. HOWEVER, it’s important to know that each state in the U.S. has its own Educational Code that outlines how students can access these types of services such as school OT so, in some states, a student CAN qualify for, say, school Occupational Therapy while not qualifying for special education as a whole. This is where it can get a little tricky depending on what state you live in.
6. Supplementary Aids and Services
These are aids, services, or other supports provided to the student or staff. Examples could include collaboration/consultation with service providers (such as the school Occupational Therapist), adapted equipment or materials (such as a special seat, cup, pencil grip, writing paper, scissors), assistive technology, one-on-one aide, accommodations, or modifications. Specific strategies that allow a student to pay better attention, calm down, transition between tasks or activities, and generally be more “available” for learning and school participation are usually listed under Supplementary Aids and Services on the IEP document.
7. Accommodations
These are “adaptations to the curriculum that do not fundamentally alter or lower standards” (Causton & Tracy-Bronson, 2014, p. 16) and may include being allowed to take a test in a quiet room (if a student with a disability is easily distracted), being able to provide test answers orally (if a student’s handwriting difficulties are a barrier to test-taking), etc.
8. Modifications
These are “changes to the curriculum that do alter the expectations”(Causton & Tracy-Bronson, 2014, p. 16) and may include changes to course content, timing, or test presentation.
9. LRE: Least Restrictive Environment
This means that, “to the maximum extent appropriate, a school district must educate any student with a disability in the regular classroom with appropriate aids and supports, referred to as supplementary aids and services, along with the student’s peers without disabilities, in the school he or she would attend if the student did not have a disability” (Causton & Tracy-Bronson, 2014, p. 36). You can think of educational environments on a spectrum, with “least restrictive” on one end (the general education classroom) and “most restrictive” on the other other end (a separate classroom without any opportunities to access general education curriculum or peers). When an IEP team meets to discuss the plan for the coming year, they are charged with asking themselves this question: “What is the Least Restrictive Environment this student could participate in while still receiving educational benefit?”
10. FAPE: Free Appropriate Public Education
Public school districts are required to provide a “free appropriate public education” to school-age students with disabilities who are in their jurisdiction (ages 3-21), regardless of the nature or severity of the disability. Districts develop an IEP for students with disabilities, while considering the Least Restrictive Environment, in order to ensure they are providing a free appropriate public education. For example, at the end of an IEP meeting, there is always an “offer of FAPE” – this is where the district offers a specific type and amount of services (e.g., Specialized Academic Instruction, Speech Therapy, Occupational Therapy, etc.) and supports (e.g., OT consultation, specific sensory or instructional strategies, visual schedule, etc.) in order to allow a student with a disability to make educational progress and, therefore, have a free appropriate public education.
11. Child Find
A state and local program mandated by the Individuals with Disabilities Education Act (IDEA) to identify individuals with disabilities between the ages of birth and 21, and to direct them to appropriate early intervention or educational programs. All public schools in Minnesota must publicly announce the availability of Special Education services to their students. Marketing materials, school brochures, and handbooks are some of the ways to inform the public. Public information, requesting previous school records, and the pre-referral/referral procedures are components of the child find process.
12. Comprehensive Educational Evaluation
The tests and observations done by the school staff to find out if the child has a disability and requires special education and related services. The school’s multidisciplinary team is required to do this evaluation and hold a meeting with the parent to discuss the results. A parent may choose to share any evaluation and assessment information done by the child and family agency or by other qualified persons
13. Due Process Hearing
A legal proceeding, similar to a court proceeding, where a hearing officer is presented evidence by disagreeing parties. A verbatim record is taken of the proceedings, and a hearing officer writes a decision that may be appealed to the State education agency, and if desired, to a civil court.
14. Early Intervention (EI)
Specialized services provided to infants and toddlers ages birth to three who are at risk for or are showing signs of developmental delays.
15. Extended School Year (ESY)
The delivery of special education and related services during the summer vacation or other extended periods when school is not in session. The purpose for ESY is to prevent a child with a disability from losing previously learned skills. The IEP team must consider the need for Extended School Year at each meeting and must describe those services specifically with goals and objectives. Not all special education students require an extended school year. Extended school year services must be individually crafted.
16. Functional Behaviors
Behaviors (basic skills, such as meal-time skills) that a child has mastered, or needs to master, to get along as independently as possible in society.
17. Hypothesis
An educated guess or theory meant to solve a problem or answer a question. A Hypothesis Statement is a concise summary of information collected during assessment that represents or explains a "best guess" regarding the reason(s) for a behavior. A hypothesis statement should allow the IEP team to spell out a three-fold process-when X occurs, the student does Y in order to achieve Z-and to translate that knowledge into an individualized behavior intervention plan.
18. Independent Educational Evaluation (IEE)
An evaluation conducted by a qualified examiner who is not employed by the school district responsible for the education of the child.
19. Continuum of Services
The range of different educational placement options that a school district can use to serve children with disabilities; range from least restrictive to most restrictive.
20. Manifestation Determination Hearing
Hearings at which a decision must be made as to whether or not a school policy violation by a special education student is related to his/her disability.
21. Parent Training and Information Center (PTIC)
Parent Training and Information Centers (PTIC’s) are federally-funded centers (such as PACER), in each state, that provide information to parents of children with disabilities about their rights to access services, work with schools and educators to ensure an appropriate educational placement for their child, understand the methods of testing and evaluating a child with a disability, resolve differences, and make informed decisions about their child’s needs.
22. Office of Special Education Programs (OSEP)
Dedicated to improving results for infants, toddlers, children, and youth with disabilities ages birth through 21 by providing oversight, leadership, and financial support to assist States and local districts. OSEP administers the Individuals with Disabilities Education Act (IDEA).
23. Present Levels of Educational Performance (PLEP)
Statements that are written in the IEP that accurately describe the student’s strengths, weaknesses, and learning styles.
24. Prior Written Notice (PWN)
Prior Written Notice (PWN) must be used to inform parents of their rights. It is a form that schools must use to tell parents why they’re doing what they’re doing, or why they’re not doing what they’re not doing. They must tell parents in writing.
25. Transition
The movement from one service, location, or program to another. Young children with disabilities transition at age three from early intervention to preschool special education services or to other community settings and services (early intervention and special education). Adolescents transition from school to adult services.
Family Network on Disabilities
Email: fnd@fndusa.org
Website: www.fndusa.org
Location: 2196 Main Street Suite K Dunedin, FL 34698
Phone: 800-825-5736