Special Needs Glossary

A change to how a student learns or demonstrates knowledge — without changing what is being taught. Common accommodations include extended time on tests, preferential seating, reduced distractions, large-print materials, and oral testing. Accommodations do not lower the academic standard; they level the playing field.

Specialized tools or devices that help a child with a disability participate in daily activities, school, or therapy. Examples include wheelchair ramps, communication devices, adapted utensils, and specialized seating. Schools and Medicaid programs may cover adaptive equipment when it is medically or educationally necessary.

A measurable objective written into a child's IEP that describes what the child is expected to achieve within one year, given appropriate instruction and support. Annual goals must be realistic, specific, and tied to the child's present levels of performance. Progress toward each goal must be reported to parents regularly.

A required meeting held at least once per year to review and update a child's IEP. At the annual review, the IEP team examines the child's progress toward goals, updates present levels of performance, adjusts services if needed, and sets new annual goals. Parents are equal members of the team and must be invited to participate.

Stands for Admission, Review, and Dismissal Committee. This is the Texas term for the IEP team. The ARD committee is the group of people — including parents, teachers, and administrators — who make decisions about a child's special education eligibility, services, placement, and goals. Every IEP meeting in Texas is an ARD meeting.

Any item, equipment, or system that helps a child with a disability do things they would otherwise have difficulty doing. Low-tech examples include pencil grips and graphic organizers. High-tech examples include text-to-speech software, AAC (augmentative and alternative communication) devices, and screen readers. Schools must provide AT if it is required for a child to receive FAPE.

Any method of communication used to supplement or replace spoken language for children who have difficulty communicating verbally. AAC includes picture boards, sign language, speech-generating devices, and communication apps. If a child needs AAC, it should be written into the IEP as both an assistive technology item and a related service.

A written plan developed by the IEP team that outlines specific strategies to address a child's challenging behaviors. A BIP identifies the purpose of the behavior, teaches replacement behaviors, and describes how adults will respond. A BIP must be based on a Functional Behavioral Assessment (FBA) and is part of the IEP.

Intermediate steps or milestones used to measure a child's progress toward an annual IEP goal. For example, if the annual goal is to read at a 2nd grade level by year-end, a benchmark might be reading at a 1st grade level by December. Benchmarks help parents and teachers track whether the child is on pace to meet the goal.

A federal requirement under IDEA that obligates every school district to actively locate, identify, and evaluate all children in their jurisdiction who may have a disability and need special education services — from birth through age 21. This includes children in private schools, homeschool, and those not yet enrolled. You do not have to wait for a teacher to refer your child; you can request an evaluation yourself.

The presence of two or more medical or developmental diagnoses in the same person. For example, a child may have both Autism Spectrum Disorder and ADHD, or both a learning disability and anxiety. Co-morbid conditions are common in children with special needs and should each be considered separately when developing an IEP or 504 Plan.

A parent's written agreement to allow the school to take a specific action — such as conducting an initial evaluation, providing special education services, or changing a child's placement. Consent must be informed (you understand what you are agreeing to) and voluntary (you are not pressured). You can revoke consent at any time. Consent for one action does not mean consent for all future actions.

A term used when a child does not reach developmental milestones at the expected age. States may use this as an eligibility category for special education services for children ages 3–9. Developmental delay can affect one area (such as speech) or multiple areas (such as cognitive, motor, social, or adaptive development).

A formal legal process available to parents when they disagree with the school district about their child's identification, evaluation, placement, or the services provided in the IEP. A due process complaint is filed with the state and results in a hearing before an impartial hearing officer. It is similar to a court proceeding and carries legal weight.

A specific learning disability that affects reading, including decoding, fluency, and spelling. Dyslexia is neurological in origin and is not related to intelligence. Children with dyslexia are entitled to evaluation and services under IDEA and may qualify for a 504 Plan or IEP. Many states have specific dyslexia laws that require schools to screen and provide intervention.

A federally funded program under IDEA Part C that provides services to infants and toddlers (birth to age 3) who have developmental delays or disabilities. Services may include speech therapy, occupational therapy, physical therapy, and family training — typically provided in the home or natural environment at no cost to the family. At age 3, children transition from EI to school-based services under IDEA Part B.

The determination that a child qualifies for special education services under IDEA. To be eligible, a child must have one of the 13 recognized disability categories AND the disability must adversely affect educational performance. Eligibility is determined by the IEP team after a comprehensive evaluation. A diagnosis alone does not automatically mean a child is eligible — the disability must impact learning.

Special education services provided beyond the regular school year — typically during summer — for students who would experience significant regression of skills without continued services. ESY is not the same as summer school; it is an individualized decision based on the child's needs. If your child qualifies, ESY services must be written into the IEP and provided at no cost to the family.

The cornerstone right guaranteed to every eligible child with a disability under IDEA. FAPE means your child is entitled to special education and related services that are provided at public expense, meet state standards, and are appropriate to the child's unique needs — as described in the IEP. FAPE does not mean the best possible education; it means an appropriate education designed to provide meaningful educational benefit.

A systematic process used to understand why a child engages in challenging behavior. An FBA examines what happens before the behavior (antecedent), the behavior itself, and the consequence that follows. The results of an FBA are used to develop a Behavioral Intervention Plan (BIP). Schools are required to conduct an FBA in certain disciplinary situations and when behavior is impeding a child's learning.

A plan developed under Section 504 of the Rehabilitation Act that provides accommodations to a student with a disability so they can access the general education curriculum alongside non-disabled peers. Unlike an IEP, a 504 Plan does not provide specialized instruction or related services — only accommodations. 504 Plans are appropriate for students who do not need special education but need support to access learning equally.

The standard academic content and standards that all students in a school are expected to learn. Under IDEA, students with disabilities must have access to the general education curriculum to the maximum extent appropriate. IEP goals should be aligned with grade-level standards whenever possible, and the IEP must explain how the student will be involved in and progress in the general education curriculum.

A person appointed by a court to represent the best interests of a child in legal proceedings. In special education matters, if there is no parent available or if the child is a ward of the state, the school must appoint a surrogate parent to represent the child's educational interests. This is different from a legal guardian.

A Medicaid program that allows states to provide long-term care services to people with disabilities in their homes and communities rather than in institutions. Waivers can fund services such as respite care, in-home support, day programs, assistive technology, and more. Eligibility and available services vary widely by state. Most states have waiting lists, sometimes years long — apply as early as possible.

The federal law that guarantees children with disabilities the right to a free appropriate public education (FAPE) in the least restrictive environment (LRE). IDEA covers children ages 3–21 and requires schools to identify, evaluate, and serve eligible students at no cost to the family. IDEA was first enacted in 1975 and was most recently reauthorized in 2004. It is the foundation of all special education rights in the United States.

An evaluation of your child conducted by a qualified professional who is not employed by the school district — at the school district's expense. You have the right to request an IEE if you disagree with the school's evaluation. The district may ask why you disagree, but it cannot require you to explain. The district must either fund the IEE or file for due process to defend its own evaluation.

A legally binding written document developed by the IEP team that outlines the special education services, supports, and goals for an eligible student with a disability. The IEP must include the child's present levels of performance, annual goals, specific services to be provided, the amount and location of those services, and how progress will be measured. It must be reviewed at least annually and must be implemented as written.

The group of people who collaborate to develop, review, and revise a child's IEP. Required members include the parents, the child's general education teacher, a special education teacher, a school district representative, and someone who can interpret evaluation results. Related service providers (speech therapist, OT, etc.) and the student (when appropriate) may also be included. Parents are equal members — not guests.

An educational philosophy and practice in which students with disabilities are educated alongside their non-disabled peers in general education classrooms, with appropriate supports and services. Inclusion is not the same as mainstreaming. True inclusion means the student belongs in the general education classroom and receives the supports they need to succeed there — not that they are placed there without support.

A formal request to your insurance company to reverse a denial of coverage for a service, therapy, equipment, or medication. You have the legal right to appeal any insurance denial. Most states require insurers to respond to appeals within a specific timeframe. If your internal appeal is denied, you have the right to an external review by an independent organization.

Approval from your insurance company that a specific service, medication, or procedure is medically necessary — required before the service is provided. Many therapies, medications, and equipment for children with special needs require prior authorization. Denial of prior authorization is not final; you have the right to appeal.

The school district or other public educational agency responsible for providing special education services to children in a given geographic area. The LEA is the entity legally obligated to implement your child's IEP, conduct evaluations, and ensure FAPE. When your IEP documents say 'the district,' they mean the LEA.

A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written. This includes dyslexia (reading), dysgraphia (writing), and dyscalculia (math). SLD is one of the 13 disability categories under IDEA and is the most common eligibility category for special education services. A diagnosis from a doctor is not required — the school must evaluate and determine eligibility.

A personal document — not a legal document — written by parents that describes their child's daily life, routines, personality, preferences, medical needs, and future wishes. It is designed to guide future caregivers, guardians, or group home staff in caring for a person with a disability after the parents are no longer able to do so. Every special needs family should have one, updated regularly.

A federal requirement under IDEA that students with disabilities be educated alongside non-disabled peers to the maximum extent appropriate. The general education classroom is considered the least restrictive environment. Removal from general education can only occur when the nature or severity of the disability is such that education in general education classes with supplementary aids and services cannot be achieved satisfactorily.

The practice of placing students with disabilities into general education classes for part of the school day, typically for non-academic subjects. Mainstreaming is sometimes confused with inclusion, but they are different — mainstreaming means the student joins general education when ready; inclusion means the student belongs there from the start with appropriate supports.

A required review by the IEP team when a school proposes to suspend a student with a disability for more than 10 school days or to change the student's placement due to behavior. The team must determine whether the behavior was caused by the disability or was a direct result of the school's failure to implement the IEP. If it was, the school cannot punish the student the same way it would a non-disabled student.

A joint federal and state health insurance program that provides coverage for low-income individuals and families, including children with disabilities. Medicaid covers a broad range of services including doctor visits, therapies, hospitalizations, prescriptions, and long-term care. Many children with disabilities qualify for Medicaid regardless of family income through disability-specific pathways.

A program that allows states to use Medicaid funding for services that are not typically covered — such as in-home support, respite care, day habilitation, and behavioral supports. Waivers are specifically designed to keep people with disabilities in their homes and communities. Each state has different waivers with different eligibility requirements and services. Apply early — waiting lists can be years long.

A voluntary, confidential process in which a neutral mediator helps parents and the school district reach an agreement about a special education dispute. Mediation is less formal and less costly than due process. It is offered free of charge by states under IDEA. Agreements reached through mediation are legally binding. However, parents cannot be required to participate in mediation.

A change to what a student is expected to learn or demonstrate — as opposed to an accommodation, which changes how a student learns without changing the standard. For example, reducing the number of math problems or allowing a simplified version of an assignment are modifications. Modifications can affect grade-level standards and should be used carefully, as they may impact credit, graduation, and standardized testing eligibility.

A related service that helps children develop the fine motor skills, sensory processing, and daily living skills needed to participate in school and life activities. School-based OT may address handwriting, scissor use, self-care (dressing, eating), sensory regulation, and visual-motor skills. OT must be written into the IEP as a related service if the child needs it to benefit from special education.

One of the 13 disability categories under IDEA. OHI covers children who have limited strength, vitality, or alertness due to a chronic or acute health problem that adversely affects educational performance. ADHD is the most common condition served under OHI, but it also includes conditions such as epilepsy, Tourette syndrome, diabetes, heart conditions, and sickle cell anemia.

A school-wide framework that uses data-driven, positive approaches to support students' behavioral, social, emotional, and academic needs. PBIS focuses on preventing problem behavior and teaching expected behaviors rather than only reacting to misbehavior. For students with significant behavioral challenges, individualized PBIS strategies may be incorporated into their IEP.

A related service that helps children develop gross motor skills, strength, mobility, and balance. School-based PT addresses a child's ability to move safely and effectively in the school environment — including walking, climbing stairs, and participating in physical education. PT must be included in the IEP as a related service if needed for the child to access and benefit from education.

A required section of every IEP that describes the child's current academic achievement and functional performance — what they can and cannot do right now. Also written as PLOP or PLAAFP (Present Levels of Academic Achievement and Functional Performance). This section is the foundation of the entire IEP; all goals and services must logically flow from it. Parents should review this section carefully and ask questions if something seems inaccurate.

A written notice that the school district must provide to parents any time it proposes to initiate or change (or refuses to initiate or change) your child's identification, evaluation, educational placement, or the provision of FAPE. PWN must explain what the school is proposing or refusing, why, what other options were considered, and what data was used. Always keep copies of all PWNs you receive.

The legal rights and protections guaranteed to parents and students under IDEA. Schools are required to provide parents with a written copy of procedural safeguards at least once per year, and at specific trigger points. These rights include the right to participate in IEP meetings, the right to access records, the right to request evaluations, the right to dispute decisions, and the right to due process.

The loss of skills or learned behaviors that occurs when a student with a disability is away from school-based services for an extended period, such as summer break. Significant regression is one of the primary factors used to determine whether a student is eligible for Extended School Year (ESY) services. Parents can document regression by tracking skills at the end of the school year and the beginning of the next.

Supportive services required to help a child with a disability benefit from special education. Related services include speech-language pathology, occupational therapy, physical therapy, counseling, transportation, orientation and mobility training, and more. Related services must be written into the IEP and provided at no cost to the family. They are not optional add-ons — if a child needs them, they are legally required.

A multi-tiered framework used by schools to provide targeted academic and behavioral support to struggling students before referring them for special education evaluation. Tier 1 is general classroom instruction; Tier 2 is small-group intervention; Tier 3 is intensive individualized support. MTSS (Multi-Tiered System of Supports) is a broader version that includes social-emotional learning. RTI/MTSS data is often used in special education eligibility determinations.

Temporary relief care for families of children with disabilities — allowing parents and caregivers to take a break. Respite care can be provided in the home, in the community, or in a care facility. It may be funded through Medicaid waivers, state programs, or nonprofit organizations. Respite care is essential for preventing caregiver burnout and is something many families do not know they may qualify for.

A federal civil rights law (part of the Rehabilitation Act of 1973) that prohibits discrimination against individuals with disabilities in programs receiving federal funding, including public schools. Under Section 504, students with a disability that substantially limits a major life activity are entitled to accommodations and supports. Section 504 is broader than IDEA — a student who does not qualify for an IEP may still qualify for a 504 Plan.

A special education classroom in which students with disabilities spend most or all of their school day, separate from general education students. A self-contained classroom may be appropriate for students with significant support needs who cannot be adequately served in a general education setting even with supports. Placement in a self-contained classroom must be justified in the IEP and should not be the default option.

A federal program that provides monthly benefits to individuals with disabilities who have worked and paid Social Security taxes. Children may receive SSDI benefits based on a disabled parent's work record. This is different from SSI, which is need-based. When a disabled child reaches adulthood, they may qualify for SSDI on their own record if they have sufficient work history, or on a parent's record if they became disabled before age 22.

A related service that addresses a child's communication skills — including speech articulation, language comprehension and expression, fluency, voice, and social communication. School-based SLP services must be provided at no cost when written into the IEP. Speech therapy is one of the most commonly provided related services in special education.

A federal program administered by the Social Security Administration that provides monthly cash payments to children and adults with disabilities who meet income and asset limits. Children with significant disabilities may qualify for SSI regardless of whether a parent has ever worked. SSI eligibility often opens the door to Medicaid coverage. Families should apply as soon as a qualifying disability is diagnosed — benefits are not retroactive.

A written complaint filed with your state's Department of Education alleging that a school district has violated IDEA. Unlike due process, a state complaint is investigated by the state — not a hearing officer — and is typically resolved within 60 days. State complaints are often a faster and less intimidating option than due process for procedural violations, such as a school failing to hold an IEP meeting on time.

Supports provided in general education classes and other education-related settings to enable children with disabilities to be educated alongside non-disabled peers to the maximum extent appropriate. Examples include a paraprofessional, modified curriculum, assistive technology, preferential seating, and peer support. These must be written into the IEP and are required before removing a student from general education.

A required component of the IEP for students age 16 and older (age 14 in some states) that outlines measurable postsecondary goals in the areas of education, employment, and independent living, along with the transition services needed to achieve those goals. The transition plan must be based on the student's interests, strengths, and preferences. The student must be invited to participate in the IEP meeting when transition is being discussed.

A coordinated set of activities designed to move a student with a disability from school to post-school life — including higher education, vocational training, employment, independent living, and community participation. Transition services may include job coaching, college preparation, vocational training, driver's education, daily living skills instruction, and connections to adult services.

A comprehensive reevaluation of a student's eligibility for special education that must occur at least every three years — or more often if the parent or school requests it. The purpose is to determine whether the child continues to have a disability and needs special education services. Parents must consent to the reevaluation. If the school wants to stop providing services after a reevaluation, you have the right to dispute that decision.

When a parent signs a document agreeing to give up certain rights or timelines under IDEA — for example, agreeing to extend the 60-day evaluation timeline or waiving the right to a meeting. Never sign a waiver without fully understanding what you are agreeing to give up. You can ask for time to review any document before signing, and you can bring an advocate or attorney to any IEP meeting.