Special education is full of acronyms and legal language that can feel overwhelming. This glossary explains every term you are likely to encounter during the IEP process - in plain, everyday language that any parent can understand.
You should never feel embarrassed to ask what a term means at an IEP meeting. If the school uses jargon you do not understand, ask them to explain it. You have every right to understand what is being said about your child.
Jump to: A · B · C · D · E · F · I · L · M · O · P · R · S · T
A
ABA (Applied Behavior Analysis)
A type of therapy that uses structured techniques to teach new skills and reduce challenging behaviors. It is most commonly used with children who have autism. ABA breaks skills down into small steps and uses positive reinforcement (rewards) to encourage desired behaviors. If your child has autism, you may hear the school or outside providers recommend ABA therapy as part of their treatment plan.
Accommodation
A change in how your child learns or is tested, without changing what they are expected to learn. For example, giving your child extra time on a test, allowing them to sit in the front of the class, or providing audio versions of textbooks. Accommodations level the playing field so your child can access the same curriculum as their peers. They are different from modifications, which change what your child is expected to learn.
Adaptive Behavior
The everyday life skills a person needs to function independently - things like getting dressed, communicating, following directions, interacting with others, and staying safe. When a child is evaluated for special education, the team often looks at adaptive behavior to understand how the child functions in daily life, not just in academics. If your child struggles with tasks that other children their age can do easily, this may be an area of concern.
Assistive Technology (AT)
Any device, equipment, or software that helps your child learn, communicate, or participate in school. This can range from simple tools (like a pencil grip or a visual schedule) to high-tech solutions (like a tablet with a speech-generating app or text-to-speech software). If your child needs assistive technology to benefit from their education, the school is required to provide it at no cost to you.
B
BIP (Behavior Intervention Plan)
A written plan that describes specific strategies the school will use to address your child's challenging behaviors. A BIP is based on the results of a Functional Behavioral Assessment (FBA) and should include positive strategies to help your child develop better behaviors - not just punishment. For example, if your child has outbursts when frustrated, the BIP might include teaching them coping strategies, providing breaks, and rewarding them when they use appropriate skills. If your child's behavior is interfering with their learning or the learning of others, you can request an FBA and BIP.
C
Compensatory Services
Extra services provided to make up for services your child should have received but did not. For example, if your child's IEP says they should get 60 minutes of speech therapy per week, and the school failed to provide it for three months, you can request compensatory services to make up for the lost time. Compensatory services are a remedy - they are meant to put your child back where they would have been if the school had followed the IEP.
Consent
Your written permission. The school must get your informed consent before they can evaluate your child for the first time, before they can begin providing special education services, and before they can invite outside agencies to an IEP meeting. You have the right to revoke (take back) your consent at any time.
D
Due Process
A formal legal proceeding - similar to a court hearing - where a dispute between parents and the school district about a child's special education is resolved by an impartial hearing officer. Due process is one of the strongest tools available to parents when the school is not following the law. Before going to due process, most states require you to first participate in a resolution session. You have the right to bring an attorney, present evidence, and call witnesses. Due process can result in the school being ordered to provide services, change your child's placement, or pay for an independent evaluation.
E
ESY (Extended School Year)
Special education services provided during times when school is not normally in session, such as summer break. ESY is not the same as summer school. It is specifically designed for children who would lose significant skills during breaks and would not be able to recover those skills within a reasonable time after school resumes. If your child tends to lose important skills during long breaks, you should ask the IEP team to discuss ESY services.
F
FAPE (Free Appropriate Public Education)
The core promise of special education law. FAPE means that every child with a disability is entitled to an education that is free (no cost to the family), appropriate (designed to meet the child's unique needs), and public (provided by or paid for by the public school system). The word "appropriate" does not mean "the best possible" - but it does mean the education must provide meaningful benefit to your child. If you feel your child is not making meaningful progress, they may not be receiving FAPE.
FBA (Functional Behavioral Assessment)
A process for figuring out why your child is engaging in a specific behavior. Instead of just looking at what the behavior is, an FBA looks at what triggers the behavior and what your child gets from it (for example, escaping a hard task or getting attention). The results of an FBA are used to create a Behavior Intervention Plan (BIP) that addresses the root cause of the behavior. If your child is struggling with behavior at school, requesting an FBA is an important first step.
I
IDEA (Individuals with Disabilities Education Act)
The federal law that guarantees children with disabilities the right to a free, appropriate public education. IDEA is the foundation of all special education rights. It requires schools to find children who need special education (called "Child Find"), evaluate them at no cost, create an IEP, provide services, and include parents as equal members of the team. IDEA also gives parents powerful rights to challenge the school's decisions. Learn more about your rights under IDEA.
IEE (Independent Educational Evaluation)
An evaluation of your child conducted by a qualified professional who does not work for the school district. If you disagree with the school's evaluation of your child, you have the right to request an IEE at public expense - meaning the school district pays for it. The school must either agree to pay or file for due process to prove their evaluation was appropriate. Learn more about IEEs.
IEP (Individualized Education Program)
A written legal document that describes the special education services, goals, accommodations, and supports your child will receive at school. Every child who qualifies for special education must have an IEP. The IEP is developed by a team that includes you, the parent, and it is reviewed at least once a year. The school is legally required to follow everything in the IEP. Learn more about what an IEP includes.
Inclusion
The practice of educating children with disabilities alongside their non-disabled peers in general education classrooms, with the supports and services they need to succeed. Inclusion is based on the idea that all children benefit from learning together. Under IDEA, schools must educate children in the Least Restrictive Environment (LRE), which means inclusion should be the starting point for placement decisions.
L
LRE (Least Restrictive Environment)
A core principle of IDEA that says children with disabilities should be educated with children who do not have disabilities to the maximum extent appropriate. In plain language, this means the school should try to keep your child in the regular classroom with supports before moving them to a more restrictive setting (like a self-contained special education classroom). The school must justify any decision to remove your child from the general education setting.
M
Mainstreaming
Placing a child with a disability in a general education classroom for part or all of the school day. Mainstreaming is similar to inclusion, but traditionally it means the child must be able to keep up with the general education curriculum with minimal support. Under current best practices, the preferred approach is inclusion with appropriate supports, rather than expecting the child to "keep up" without help.
Manifestation Determination
A meeting that must be held before a school can suspend or expel a child with a disability for more than 10 school days. At this meeting, the team must decide whether the child's behavior was caused by their disability or by the school's failure to follow the IEP. If the answer is yes, the school generally cannot suspend or expel the child. Instead, they must address the behavior through the IEP process. This is an important protection for children with disabilities.
Modification
A change to what your child is expected to learn or demonstrate. Unlike an accommodation (which changes how your child learns), a modification changes the actual content or expectations. For example, a child might be given a shorter spelling list, or be expected to answer fewer questions on a test, or work on a different reading level than their classmates. Modifications are appropriate when the general curriculum is too difficult even with accommodations.
O
OHI (Other Health Impairment)
One of the 13 disability categories under IDEA. OHI covers conditions that limit a child's strength, energy, or alertness and affect their educational performance. This is the category under which many children with ADHD qualify for an IEP. It also includes conditions like epilepsy, diabetes, Tourette syndrome, sickle cell anemia, and many others. Learn more about IEPs for ADHD.
OT (Occupational Therapy)
A related service that helps your child develop the fine motor skills, sensory processing abilities, and daily living skills they need to participate in school. An occupational therapist might work with your child on handwriting, using scissors, managing sensory sensitivities (like being overwhelmed by noise), organizing their materials, or getting dressed independently. If your child struggles with any of these areas, OT may be an appropriate service to include in the IEP.
P
Parent Training and Information Center (PTI)
A federally funded organization in every state that provides free training and support to parents of children with disabilities. PTIs can help you understand your rights, prepare for IEP meetings, and navigate disputes with the school. Every state has at least one PTI. This is one of the most valuable free resources available to you. Find your state's PTI at parentcenterhub.org.
Prior Written Notice (PWN)
A written document the school is required to give you whenever they propose or refuse to change something about your child's identification, evaluation, placement, or services. It must explain what the school is proposing or refusing, why, what information they used to make the decision, and what other options they considered. If the school makes a decision you disagree with and does not give you Prior Written Notice, you should request it in writing. See our sample letter.
Procedural Safeguards
A document the school is required to give you at least once a year that explains all of your rights under IDEA. This includes your right to participate in meetings, review your child's records, request evaluations, disagree with decisions, and file complaints. The school must give you this document in your native language. It can be long and filled with legal language, but it contains important information about how to protect your child's rights. See our plain-language guide to your rights.
Progress Monitoring
The process of regularly tracking your child's progress toward their IEP goals. The IEP must specify how progress will be measured and how often you will receive reports. Progress monitoring tells you whether the services are working. If your child is not making progress, it may be time to request an IEP meeting to discuss changes. You should receive progress reports at least as often as report cards are issued.
R
Related Services
Support services your child needs in order to benefit from their special education. Related services can include speech therapy, occupational therapy, physical therapy, counseling, transportation, school nursing services, social work services, and more. If your child needs a related service to make progress on their IEP goals, the school must provide it at no cost to you.
RTI (Response to Intervention)
A process schools use to identify and support students who are struggling academically or behaviorally. RTI uses a tiered approach: all students receive general instruction (Tier 1), struggling students get additional support (Tier 2), and students who still do not improve get intensive intervention (Tier 3). Some schools use RTI to delay special education evaluations, but you do not have to wait for RTI to run its course before requesting an evaluation. You can request an evaluation at any time, and the school must respond.
S
Section 504
A federal civil rights law (part of the Rehabilitation Act of 1973) that prohibits discrimination against people with disabilities. In schools, Section 504 provides accommodations for students who have a disability that substantially limits a major life activity (like learning, reading, concentrating, or thinking) but who may not qualify for an IEP under IDEA. A 504 Plan provides accommodations but does not include the same level of services or protections as an IEP. Learn the difference between an IEP and a 504 Plan.
SLD (Specific Learning Disability)
One of the 13 disability categories under IDEA. SLD includes conditions like dyslexia (difficulty with reading), dyscalculia (difficulty with math), and dysgraphia (difficulty with writing). A child with an SLD has average or above-average intelligence but struggles in one or more specific academic areas due to the way their brain processes information. SLD is the most common category under which children receive special education services. Learn more about IEPs for dyslexia.
SLP (Speech-Language Pathologist)
A professional who evaluates and treats communication disorders, including problems with speech (how your child produces sounds), language (how your child understands and uses words), voice, fluency (stuttering), and social communication. If your child has speech or language difficulties, an SLP may provide therapy as a related service in the IEP. Learn more about IEPs for speech and language.
Special Education
Specially designed instruction provided at no cost to parents that meets the unique needs of a child with a disability. Special education is not a place - it is a set of services. Your child can receive special education in a general education classroom, a resource room, a self-contained classroom, or any other setting. The key is that the instruction is specifically designed to address your child's individual needs as described in the IEP.
Stay-Put
A legal protection under IDEA that says your child must remain in their current educational placement while any dispute between you and the school is being resolved (such as during a due process hearing). The school cannot move your child to a different placement without your consent while the dispute is ongoing. This is sometimes called "pendency." It is an important safeguard that prevents the school from making changes to your child's education while you are fighting for their rights.
Supplementary Aids and Services
Supports provided in general education classes and other settings to help your child be educated alongside children without disabilities. Examples include a one-on-one aide, visual schedules, modified assignments, preferential seating, assistive technology, or additional adult support in the classroom. The goal is to give your child what they need to succeed in the least restrictive environment.
T
Transition Plan
A plan included in the IEP starting no later than age 16 (or earlier in some states) that focuses on preparing your child for life after high school. The transition plan should address your child's goals for education, employment, and independent living after graduation. It should include specific services, activities, and supports to help your child reach those goals. Learn more about transition planning.