Every acronym and term you need to know, explained in plain language
Special education has its own language, and it can feel like everyone at the table is speaking in code. This glossary defines the most important terms and acronyms you will encounter in the IEP process. Bookmark this page and refer to it whenever you need a quick definition.
ABA (Applied Behavior Analysis): A therapy approach based on the science of learning and behavior. Frequently used with children with autism. ABA uses techniques like positive reinforcement to improve social, communication, and learning skills. ABA may be included as a related service in an IEP.
Accommodation: A change in how a student accesses or demonstrates learning that does not alter the content or expectations. Examples: extra time on tests, preferential seating, audio versions of textbooks, use of a calculator. Accommodations level the playing field without changing what the student is expected to learn.
ADA (Americans with Disabilities Act): A federal civil rights law that prohibits discrimination based on disability in employment, public services, public accommodations, and telecommunications. While ADA does not govern IEPs directly, it provides additional protections against disability discrimination in schools.
Adaptive Behavior: The practical, everyday skills a person uses to function in daily life, including communication, self-care, social skills, and independent living. Adaptive behavior assessments are often part of evaluations for intellectual disabilities and autism.
Advocate: A person who helps parents navigate the special education process. Advocates may be professional (trained and sometimes paid), or informal (a friend, family member, or community volunteer). Parents have the right to bring an advocate to any IEP meeting.
APE (Adapted Physical Education): A modified physical education program designed for students with disabilities who cannot safely or successfully participate in the general physical education program.
Assistive Technology (AT): Any device, equipment, or system that helps a person with a disability perform tasks they would otherwise have difficulty doing. Examples: text-to-speech software, communication devices, specialized keyboards, FM listening systems. The IEP team must consider whether the child needs AT.
BIP (Behavior Intervention Plan): A written plan that is part of the IEP, designed to address challenging behaviors. The BIP is based on the results of a Functional Behavioral Assessment (FBA) and includes positive behavioral strategies, supports, and interventions to help the child learn appropriate replacement behaviors.
BSE (Board of Special Education) / BSEA (Bureau of Special Education Appeals): State-level agencies that handle due process hearings and other special education dispute resolution. The name varies by state.
CBM (Curriculum-Based Measurement): A method of monitoring student progress through brief, standardized assessments that measure how well a student is learning the curriculum. CBMs are commonly used to track progress on IEP goals.
Child Find: A requirement under IDEA that every state must identify, locate, and evaluate all children with disabilities who need special education and related services, from birth through age 21. This includes children in private schools, homeschool, and those who are homeless or migrants.
Compensatory Services / Compensatory Education: Services provided to make up for services the school failed to provide. If the school did not implement the IEP or denied services the child was entitled to, the child may be owed compensatory services to make up for lost educational benefit.
Consent: Written permission from the parent. Under IDEA, the school must obtain informed written consent before conducting an initial evaluation, before providing special education services for the first time, and before re-evaluation (unless the parent fails to respond after reasonable attempts). Parents can revoke consent at any time.
Due Process: A formal legal proceeding under IDEA where a parent or school presents evidence to an impartial hearing officer to resolve a dispute about a child's special education. The hearing officer issues a legally binding decision. See also: Due Process Complaint.
Due Process Complaint: A formal written complaint filed by a parent or school district to initiate a due process hearing. The complaint must describe the problem, the relevant facts, and the proposed resolution.
ELL (English Language Learner): A student whose first language is not English and who is learning English. Schools must ensure that a child's academic difficulties are not primarily due to language barriers before identifying them for special education.
ESY (Extended School Year): Special education and related services provided beyond the regular school year (typically during summer). ESY is available at no cost to families when the IEP team determines it is necessary to prevent significant regression of critical skills.
Evaluation: A comprehensive assessment conducted by qualified professionals to determine if a child has a disability and what special education services they need. Under IDEA, evaluations must be conducted in all areas of suspected disability and must use multiple assessment tools.
FAPE (Free Appropriate Public Education): The core right under IDEA. Every eligible child with a disability is entitled to special education and related services that are provided at public expense, meet state standards, include an appropriate preschool, elementary, or secondary school education, and are provided in conformity with the IEP. After the Endrew F. Supreme Court decision (2017), FAPE must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances."
FBA (Functional Behavioral Assessment): A process for identifying the specific causes (functions) of a student's challenging behavior. The FBA examines when, where, and why the behavior occurs and what the child gets or avoids through the behavior. The results are used to develop a Behavior Intervention Plan (BIP).
FERPA (Family Educational Rights and Privacy Act): A federal law that gives parents the right to access their child's education records, request corrections to those records, and control the disclosure of personally identifiable information from the records.
General Education Curriculum: The academic content, standards, and instruction provided to all students. Under IDEA, children with disabilities must have access to the general education curriculum to the maximum extent appropriate.
Goals (IEP Goals): Measurable annual statements of what the child is expected to achieve within one year. Goals must be based on the child's present levels of performance, address the child's disability-related needs, and enable progress in the general curriculum.
IAES (Interim Alternative Educational Setting): A temporary educational placement for a student who has been removed from their current placement for disciplinary reasons (up to 45 school days for weapons, drugs, or serious bodily injury). The IAES must allow the child to continue receiving educational services and make progress on IEP goals.
IDEA (Individuals with Disabilities Education Act): The federal law that governs special education in the United States. Originally passed in 1975 (as the Education for All Handicapped Children Act) and most recently reauthorized in 2004. IDEA guarantees FAPE to every eligible child with a disability and establishes the rights and procedures for IEPs, evaluations, placement, and dispute resolution.
IEE (Independent Educational Evaluation): An evaluation conducted by a qualified professional who does not work for the school district. Parents have the right to request an IEE at public expense when they disagree with the school's evaluation.
IEP (Individualized Education Program): A written document developed by the IEP team for each eligible child with a disability. The IEP describes the child's present levels, measurable goals, services, accommodations, placement, and how progress will be measured and reported. The IEP is a legally binding document.
IEP Team: The group of people who develop, review, and revise the IEP. Required members include: the parent, at least one general education teacher, at least one special education teacher, a school district representative (LEA rep), someone who can interpret evaluation results, and the student (when appropriate). Parents can also invite other individuals with knowledge of the child.
Inclusion: The practice of educating students with disabilities alongside their non-disabled peers in general education classrooms, with appropriate supports and services. Related to but different from LRE (Least Restrictive Environment).
IFSP (Individualized Family Service Plan): Similar to an IEP but for infants and toddlers (birth to age 3) who qualify for early intervention services under Part C of IDEA. The IFSP focuses on the family as well as the child.
LEA (Local Education Agency): The school district. In IEP meetings, the "LEA representative" is the person who represents the school district, has the authority to commit resources, and is knowledgeable about the district's programs.
LRE (Least Restrictive Environment): A core IDEA principle requiring that children with disabilities be educated with non-disabled children to the maximum extent appropriate. A child should only be removed from the general education classroom when the nature or severity of the disability is such that education in regular classes, even with supplementary aids and services, cannot be satisfactorily achieved.
Mainstreaming: Placing a student with a disability in a general education class for part or all of the school day. Sometimes used interchangeably with "inclusion," though mainstreaming more traditionally means the child must earn their way into the general classroom, while inclusion means starting in general education with supports.
Manifestation Determination: A review that must be conducted within 10 school days whenever a school proposes to change the placement of a child with a disability for disciplinary reasons. The team determines 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.
MDT (Multidisciplinary Team): A group of professionals from different disciplines (psychology, education, speech-language pathology, occupational therapy, etc.) who conduct evaluations and make eligibility determinations.
Mediation: A voluntary dispute resolution process under IDEA where a trained, impartial mediator helps the parent and school district reach a mutually acceptable agreement. Mediation is free to both parties and agreements are legally binding.
Modification: A change in what a student is expected to learn or demonstrate. Unlike accommodations (which change how), modifications change the content or performance expectations. Examples: a simplified version of a test, reduced number of spelling words, alternative assignments. Modifications may affect grading and grade-level credit.
OCR (Office for Civil Rights): The division of the U.S. Department of Education responsible for enforcing federal civil rights laws in education, including Section 504 and Title II of the ADA. Parents can file complaints with OCR when they believe a school has discriminated against their child based on disability.
OHI (Other Health Impairment): One of the 13 IDEA disability categories. OHI covers conditions that result in limited strength, vitality, or alertness (including heightened alertness to environmental stimuli) that adversely affects educational performance. ADHD is commonly classified under OHI.
OT (Occupational Therapy): A related service that helps students develop fine motor skills, sensory processing, visual-motor skills, self-care skills, and other functional abilities needed for school. An occupational therapist may work on handwriting, using scissors, managing zippers and buttons, or sensory regulation.
P&A (Protection and Advocacy): Federally funded organizations in every state that provide free legal advocacy and legal services to people with disabilities. P&A organizations can help with IEP disputes, due process hearings, and other disability rights issues.
PBIS (Positive Behavioral Interventions and Supports): A school-wide framework for preventing and responding to behavioral challenges using evidence-based strategies. PBIS emphasizes teaching and reinforcing expected behaviors rather than punishing misbehavior.
Pendency (Stay-Put): The right of a child with a disability to remain in their current educational placement during any dispute resolution process (due process hearing or court appeal). The school cannot change the child's placement while the case is pending unless both parties agree.
PLAAFP (Present Levels of Academic Achievement and Functional Performance): A section of the IEP that describes the child's current academic and functional abilities, how the disability affects participation in the general curriculum, and serves as the baseline from which goals are developed. Sometimes abbreviated as "Present Levels" or "PLOP."
Prior Written Notice (PWN): A written document the school must provide to parents whenever the school proposes or refuses to initiate or change the identification, evaluation, placement, or provision of FAPE to the child. The PWN must explain what action is being proposed or refused, why, what options were considered and rejected, what data was used, and other relevant factors.
Procedural Safeguards: The set of rights guaranteed to parents under IDEA. The school must provide parents with a copy of the procedural safeguards notice at least once per year and upon certain events (initial referral, first complaint, parent request). Safeguards include the right to participate in meetings, access records, consent to evaluations, and use dispute resolution.
PT (Physical Therapy): A related service that addresses gross motor skills, balance, coordination, mobility, and physical functioning needed for the child to access their education.
PTI (Parent Training and Information Center): Federally funded centers in every state that provide free training and information to parents of children with disabilities. PTIs help parents understand their rights, participate in the IEP process, and work effectively with schools.
Reevaluation (Triennial Evaluation): A reassessment conducted at least every three years (or sooner if requested by the parent or school) to determine whether a child continues to be eligible for special education and whether the IEP needs to be revised. New testing is not always required if the team agrees existing data is sufficient.
Related Services: Supportive services required for a child with a disability to benefit from special education. Examples include speech-language therapy, occupational therapy, physical therapy, counseling, transportation, school health services, social work services, and assistive technology services.
Resolution Session: A meeting between the parent and school district that must be held within 15 days of the school receiving a due process complaint. The purpose is to give the school an opportunity to resolve the dispute before a hearing. The parent and school can agree to waive the resolution session or use mediation instead.
RTI / MTSS (Response to Intervention / Multi-Tiered System of Supports): A framework that provides increasingly intensive levels of academic and behavioral support to struggling students. Some schools use RTI data as part of the process for identifying students with learning disabilities. RTI should not be used to delay an evaluation if a parent requests one.
SDI (Specially Designed Instruction): The defining feature of special education. SDI means adapting the content, methodology, or delivery of instruction to address the unique needs of the child's disability and ensure access to the general curriculum. Only children who need SDI are eligible for an IEP.
Section 504: Section 504 of the Rehabilitation Act of 1973. A federal civil rights law that prohibits disability discrimination by any program receiving federal funding. In schools, Section 504 provides accommodations to students with disabilities who may not qualify for special education under IDEA but still need support to access their education. See also: 504 Plan.
SLD (Specific Learning Disability): The most common IDEA disability category. SLD refers to a disorder in one or more of the basic psychological processes involved in understanding or using language, which may manifest in difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Includes conditions such as dyslexia, dysgraphia, and dyscalculia.
SLP (Speech-Language Pathologist): A professional who evaluates and treats speech and language disorders. SLPs provide speech therapy as a related service in schools, addressing articulation, fluency, voice, receptive language, expressive language, and pragmatic (social) language skills.
Supplementary Aids and Services: Aids, services, and other supports provided in general education classes, other education-related settings, and extracurricular activities to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate. Examples: a one-on-one aide, modified materials, visual schedules, communication devices.
Transition Plan / Transition Services: A coordinated set of activities designed to help a student with a disability move from school to post-school activities, including college, employment, and independent living. Transition planning must begin no later than the IEP in effect when the student turns 16 (or earlier in some states). The plan must include measurable postsecondary goals based on transition assessments.
Universal Design for Learning (UDL): An educational framework that provides flexible approaches to curriculum design, instruction, and assessment so that all learners can access and engage with the content. UDL provides multiple means of engagement, representation, and action/expression.