Getting academic support for your child can be challenging. Most parents don’t have a legal background, but the entire process is governed by laws such as the Individuals with Disabilities Education Act (“IDEA”) and Section 504 of the Rehabilitation Act. As such, when obtaining a 504 Plan or an Individualized Education Program (“IEP”), many parents encounter terms they’ve never seen before.  

This article aims to help parents better understand common special education terms they may encounter during the IEP process. 

Common Special Education Terms

Accommodations. Accommodations help students participate in classroom activities. Generally, accommodations don’t require teachers to change the lesson, grading, or curriculum. Examples of accommodations include allowing extra time on tests or using assistive technology. 

Assistive technology. Assistive technology is a device that helps a student access information or participate in learning. Examples of assistive technology include everything from high-tech apps that help students with vision issues to low-tech flashcards. 

Behavior Intervention Plan (BIP). After a student undergoes a functional behavioral assessment, the IEP team will create a behavior intervention plan (BIP). This plan’s goal is to teach the student positive skills to manage their emotions and behavior. 

Developmental delay. A developmental delay occurs when a child fails to meet the developmental milestones for their age in areas such as thinking, communication, or movement. In New York, developmental delay is one of the categories that parents can use to qualify their child for an IEP until age 5. 

Emotional disability. An emotional disability or disturbance exists when one of five factors, such as an inability to build relationships with peers, exists to such a degree that it affects the child’s educational experience or progress. Emotional dysregulation is one of the qualifying categories under the IDEA. 

Evaluation. Evaluation is a key part of the IEP eligibility process. After referral, the parent must provide written consent before the evaluation can proceed. The evaluation process involves a variety of tests, medical records, questionnaires, and observations.  

Extended Year Services (ESY). ESY allows the provision of special education services outside of the typical academic year. This is not automatic, but the IEP can recommend year-round services to prevent summer learning loss and other issues. New York City provides ESY services in July and August. 

Free Appropriate Public Education (FAPE).  The IDEA entitles every child to a Free Appropriate Public Education, meaning an education that meets their needs and is provided at no cost to their family. 

Functional Behavioral Assessment (FBA). An FBA is a specialized evaluation that examines the reasons for a child’s behavioral issues. Once the FBA is completed, the next step is usually a Behavior Intervention Plan (BIP). 

General education. General education (also called “general ed”) is the typical, traditional classroom with no changes to how content is taught. By contrast, special education requires changes to the curriculum or its delivery. 

Independent Educational Evaluation (IEE). The IEP process requires an evaluation. However, if parents disagree with the original evaluation results, they can request an IEE. Under certain circumstances, the NYCPS will pay for the independent evaluation.

Least Restrictive Environment (LRE). The IDEA guarantees a FAPE to every student. This FAPE must be provided in the least restrictive environment. This means that, on the continuum from the general education classroom to a completely separate special education setting, the IEP must provide services in the setting closest to general education unless the student’s disabilities require a more restrictive setting. 

Learning disability. A learning disability occurs when a student meets four criteria, including: (1) difficulties with activities such as reading, spelling, or writing for at least six months, (2) below-average academic skills for their grade level, (3) the issues began at school age, and (4) the deficits are not caused by an intellectual disability or similar issue. The IDEA includes “specific learning disability” as one of its qualifying categories. Dyslexia, dysgraphia, and dyscalculia are examples. 

Modifications. While accommodations don’t require teachers to change the lesson, grading rubric, or curriculum, modifications require the teacher to adjust what is taught to meet the student’s needs. Granting extra time on tests is an accommodation, while changing the content of the test or how the student can answer it (e.g., allowing a student to give an oral presentation while the rest of the class writes) is a modification. 

Other health impairment (OHI). OHI is one of the 13 categories that students can use to qualify for services under the IDEA. It does not require a specific diagnosis, but it does require proof that the student: (1) has limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, (2) the limitation is related to an acute or chronic health issue, and (3) the limitation negatively impacts the child’s academic outcomes. 

Present Levels of Academic Achievement and Functional Performance (PLAAFP). The PLAAFP are a crucial part of the IEP. The present levels list the student’s strengths and areas of concern. The accommodations and modifications in the IEP are based on the PLAAFP. 

Pull-out/Push-in services. Pull-out and push-in services are common in IEPs. In a pull-out, the student is removed from the general education classroom for services. In a push-in, the special education teacher or aide comes into the general education classroom and provides the intervention there. 

Related services. In addition to academic services, the IEP may require or recommend non-academic services that can help a child’s school performance. Related services might include counseling, physical therapy, occupational therapy, and speech therapy. 

Special education. General education is the traditional classroom with no changes. Special education happens when a child’s educational program is modified from the general education standard through pull-out, push-in, or other methods. 

Transition meeting. IEPs also help students prepare for life after graduation.  Starting at age 16, the student will meet with the IEP team to create a post-graduation plan. The transition will discuss their academic and vocational goals as well as plans to develop any necessary skills. 

Find a School that Can Help with Your Child’s Special Education Needs

Hopefully, this glossary helps you serve as an even better advocate for your child. If your child has an IEP and you’re considering a new placement, consider Academics West. Our school serves students with a variety of educational and emotional needs. Our team of teachers, counselors, and therapists is trained to address each student’s unique needs. To learn more about our school, watch our virtual tour, request an information packet, or call 212-580-0080 to schedule a visit.