School & IEP Glossary

Know which federal framework applies

The Individuals with Disabilities Education Act is the federal special-education law. The Education Department's IDEA overview separates IDEA Part C, for eligible infants and toddlers through age two and their families, from IDEA Part B, for eligible children and youth ages three through 21.

Early intervention can refer broadly to support provided early in development. Under Part C, an individualized family service plan records eligible child and family outcomes, services, coordination, dates, and transition elements under the state system.

Section 504 is a federal civil-rights law prohibiting disability discrimination by covered recipients of federal financial assistance. A 504 plan is a common local document for recording aids, services, or other measures, though the regulation does not require that exact form name. Current Education Department disability-discrimination guidance explains that a medical diagnosis is not a universal prerequisite for Section 504 evaluation.

Evaluation comes before the plan

Child Find is the public-agency duty to identify, locate, and evaluate children who may have disabilities and need special education and related services. The IDEA Part B obligation appears in 34 CFR 300.111.

A school evaluation gathers information for education decisions. IDEA evaluation procedures require varied tools and strategies, parent-provided information, appropriate language and communication, trained administration, and assessment in all suspected areas under 34 CFR 300.304.

Reevaluation revisits eligibility and educational needs under applicable triggers and timelines. An independent educational evaluation is an evaluation by a qualified examiner outside the public agency. Families should verify the rules for public expense, criteria, agency response, and use of results.

The IEP turns decisions into a written program

An individualized education program is the IDEA Part B written program for an eligible child. Under 34 CFR 300.320, it includes present levels, measurable goals, progress measures, special education, related services, supplementary aids, program modifications, school-personnel supports, and service timing.

Present levels of academic achievement and functional performance describe current performance and how disability affects involvement and progress. An annual IEP goal states a measurable academic or functional result for the year. Short-term objectives and benchmarks are federally required for children taking alternate assessments aligned to alternate academic achievement standards; state or local rules may extend their use.

The IEP team includes required members and other participants under 34 CFR 300.321. Parent participation includes meaningful opportunity to join meetings and education decisions. Student participation becomes especially important for transition planning, and accessible communication should support the student's own views.

The team reviews the IEP periodically, at least annually, and revises it as appropriate under 34 CFR 300.324. Progress, reevaluation, parent information, anticipated needs, and other matters can prompt revision.

Services and placement answer different questions

Special education is specially designed instruction at no cost to parents under IDEA. Related services are transportation and developmental, corrective, or supportive services required to help a child benefit from special education, subject to the federal definition and limits.

Supplementary aids and services support education with nondisabled children across regular classes and other education-related, extracurricular, and nonacademic settings. An accommodation generally changes access, presentation, timing, setting, or response conditions while preserving the intended learning expectation. A modification commonly changes what the student is expected to learn or demonstrate. Local usage varies, so the plan should describe the actual support.

Positive behavioral interventions and supports refers to positive, preventive supports considered within IDEA processes when behavior impedes learning. The term can also describe broader school frameworks, so ask which level and plan the team means.

Educational placement is the setting and program decision made by the knowledgeable group under applicable procedures. Least restrictive environment requires education with nondisabled children to the maximum extent appropriate and removal only when education in regular classes with supplementary aids and services cannot be achieved satisfactorily. The federal requirement appears in 34 CFR 300.114.

Free appropriate public education is the governing FAPE obligation under IDEA or Section 504, with different statutory and regulatory formulations. Extended school year services are special education and related services beyond the normal school year when individually necessary for FAPE under IDEA criteria.

Transition and discipline have specific processes

Transition services are a coordinated, results-oriented set of activities based on the student's needs, strengths, preferences, and interests. Federal IDEA requires measurable postsecondary goals and transition services by the first IEP in effect when the student turns 16, or younger under state rules.

A manifestation determination review is the IDEA discipline process for deciding whether conduct had the required relationship to disability or resulted from failure to implement the IEP. It has defined participants, questions, timing, and consequences. It is not a general clinical functional assessment.

Notice and safeguards make decisions reviewable

Prior written notice explains a public agency's proposal or refusal regarding identification, evaluation, placement, or FAPE and the basis for that action. Procedural safeguards cover notice, records, participation, dispute, and other protections. Requirements for the safeguards notice appear in 34 CFR 300.504.

Mediation is a voluntary IDEA dispute-resolution process with a qualified, impartial mediator. A due process hearing is a formal adjudicative route under IDEA procedures. The stay-put provision generally concerns the child's then-current educational placement while specified proceedings are pending, subject to exceptions and case-specific interpretation.

A meeting-preparation example

Lena's fictional family brings three concise records to an IEP review: a one-page communication-access summary, progress counts with definitions, and a list of two school priorities. The team records seven proposed actions. Five have a decision, owner, date, and written plan by the follow-up checkpoint, or 5/7, 71.4%. The two open actions stay visible.

That ratio measures follow-up documentation. It cannot establish FAPE, legal compliance, educational benefit, or the right remedy. Families should compare the actual notice, evaluation, IEP, service records, and governing rules.

Find ABA care near you. Ask how an outside provider shares focused evidence, protects student communication, and respects the school team's legal decision role.