IEP Glossary

This glossary covers every term you’re likely to encounter in IEP meetings, evaluation reports, Prior Written Notices, and school correspondence — in plain English. Terms marked 🇺🇸 are US-specific, 🇨🇦 are Canada-specific, and unmarked terms apply to both countries.

A

Accommodation

A change in how a student learns or demonstrates knowledge — without changing what they are expected to learn. Examples include extended time on tests, preferential seating, or text-to-speech software. Accommodations do not lower expectations; they level the playing field. Compare with Modification.

Adequate Yearly Progress (AYP) 🇺🇸

A measurement under the No Child Left Behind Act (now replaced by ESSA) used to assess school performance. You may still see this term in older IEP documents.

Annual Goal

A specific, measurable statement describing what a student is expected to achieve within one year with appropriate supports. Under IDEA, every IEP must include measurable annual goals. A strong goal includes a baseline, a target, a measurement method, and a timeline. Vague goals like “Student will improve reading” are legally inadequate — they must be measurable.

Annual Review

A mandatory meeting held at least once per year to review and update a child’s IEP. Parents must be invited and have the right to participate. You do not have to wait for the annual review to request changes — you can request an IEP meeting at any time.

Assessment / Evaluation

A formal process of testing and observation used to determine a child’s strengths, needs, and eligibility for special education services. Assessments may be conducted by school psychologists, speech-language pathologists, occupational therapists, and other specialists. Parents must provide written consent before an initial evaluation. You also have the right to request an Independent Educational Evaluation (IEE) if you disagree with the school’s assessment.

Assistive Technology (AT)

Any device or software that helps a student with a disability participate more fully in school. This can range from low-tech tools (pencil grips, graphic organizers) to high-tech solutions (text-to-speech software, speech-to-text, communication devices). Schools are required to consider AT needs for every student with an IEP.

B

Baseline

The starting point from which progress is measured. Every IEP goal should include a clear baseline so that growth can be objectively tracked. Example: “Currently reads at 45 words per minute with 72% accuracy” is a measurable baseline. “Currently struggling with reading” is not.

Behavior Intervention Plan (BIP) 🇺🇸

A written plan developed when a student’s behaviour is interfering with their learning or the learning of others. A BIP is based on a Functional Behavioral Assessment (FBA) and outlines specific strategies, supports, and interventions to address the behaviour. A BIP must be part of the IEP for students whose behaviour is a concern.

Board Certified Behavior Analyst (BCBA) 🇺🇸

A credentialed professional who specialises in the science of behaviour and Applied Behavior Analysis (ABA). BCBAs often design and oversee intervention programs for students with autism and other developmental disabilities.

C

Child Find 🇺🇸

A requirement under IDEA that school districts actively identify, locate, and evaluate all children within their jurisdiction who may have disabilities, regardless of the severity of the disability. Schools cannot wait for parents to request an evaluation — they have an affirmative duty to find children who need services.

Consent

Written agreement from a parent or guardian required before a school can conduct an initial evaluation, provide initial special education services, or make certain changes to a child’s placement. Consent is voluntary and can be revoked at any time, though revocation is not retroactive.

Continuum of Services

The range of educational placements and services that must be available to students with disabilities, from the general education classroom with minimal support to a specialized residential school. Schools are required to offer a full continuum and to place students in the Least Restrictive Environment (LRE) appropriate to their needs.

Current Levels of Academic Achievement and Functional Performance (PLAAFP / PLAAP)

The section of the IEP that describes where the student is right now — academically, socially, emotionally, and functionally. This section should be based on current data, not general descriptions. Everything else in the IEP — goals, services, accommodations — should flow directly from the PLAAFP. This section is sometimes called Present Levels of Performance (PLOP) or Present Levels of Academic Achievement (PLAA).

D

Developmental Delay

A condition in which a child is not meeting developmental milestones in one or more areas (cognitive, physical, communication, social/emotional, adaptive). In the US, “developmental delay” is an IDEA eligibility category for children ages 3–9 (and in some states up to age 10).

Disability Categories (IDEA) 🇺🇸

IDEA recognises 13 categories of disability for which a student may be eligible for special education: Autism, Deaf-Blindness, Deafness, Developmental Delay, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment (OHI), Specific Learning Disability (SLD), Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment including Blindness.

Due Process 🇺🇸

A formal legal procedure available to parents who disagree with a school’s decisions regarding their child’s identification, evaluation, placement, or the provision of FAPE. A due process hearing is held before an impartial hearing officer. This is a serious legal step — most disputes are resolved through mediation or state complaints before reaching due process. The statute of limitations for filing a due process complaint is generally two years from the date the parent knew or should have known of the alleged violation.

Duty to Accommodate 🇨🇦

Under Canadian Human Rights Codes and the Canadian Human Rights Act, school boards have a legal obligation to provide accommodations for students with disabilities up to the point of undue hardship. This duty is broader than IDEA’s FAPE standard and applies even to students who do not have a formal IEP. The “budget” excuse is not automatically an undue hardship — boards must demonstrate genuine hardship with evidence.

E

Early Intervening Services 🇺🇸

Services provided to students in kindergarten through Grade 12 who are not currently identified as having a disability but who need additional academic and behavioural support. Schools may use up to 15% of their IDEA funds for early intervening services.

Eligibility Determination

The process of deciding whether a student qualifies for special education services. In the US, eligibility requires (1) the student has a disability in one of IDEA’s 13 categories, and (2) the disability adversely affects educational performance, requiring specially designed instruction. Having a diagnosis alone does not automatically make a student eligible — the disability must impact education.

Evaluation (see Assessment)

Extended School Year (ESY) 🇺🇸

Special education services provided beyond the regular school year (typically summer) for students who would otherwise experience significant regression in skills that would take a disproportionate amount of time to recoup. ESY is an individually determined right — it is not “summer school” and cannot be denied simply because the school does not have a summer program.

F

FAPE — Free Appropriate Public Education 🇺🇸

The core right guaranteed by IDEA. Every eligible student with a disability is entitled to special education and related services at no cost to the family, designed to meet their unique needs, and provided in conformity with an IEP. “Appropriate” does not mean the best possible education or the education parents prefer — it means one reasonably calculated to enable the child to make progress appropriate in light of their circumstances (Endrew F. v. Douglas County School District, 2017).

Free and Appropriate Public Education (see FAPE)

Functional Behavioral Assessment (FBA) 🇺🇸

A systematic process of gathering information to understand the purpose (function) of a student’s behaviour. The FBA identifies what triggers the behaviour, what maintains it, and what the student is communicating through it. This information is used to develop a Behavior Intervention Plan (BIP).

G

General Education Curriculum

The standard curriculum followed by students without disabilities. IDEA requires that students with disabilities have access to the general education curriculum to the maximum extent appropriate, with supplementary aids and services as needed.

Goal (see Annual Goal)

I

IDEA — Individuals with Disabilities Education Act 🇺🇸

The federal law that governs special education in the United States. IDEA guarantees students with disabilities the right to a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), provided through an Individualized Education Program (IEP). The specific regulations implementing IDEA are found at 34 CFR Part 300.

IEP — Individualized Education Program

A written document developed for each eligible student with a disability. In the US, it is a legal document required by IDEA. In Canada, it is a planning document required by provincial education legislation. An IEP must include: the student’s present levels of performance, measurable annual goals, the special education services and supports to be provided, the extent to which the student will participate in general education, assessment accommodations, and transition planning (for students 16 and older in the US).

IEP Team

The group of people responsible for developing, reviewing, and revising a student’s IEP. Required members under IDEA include: the parent(s), at least one general education teacher, at least one special education teacher, a school district representative who can commit resources, someone who can interpret evaluation results, and the student (when appropriate). Parents are equal members of the IEP team — not observers.

Independent Educational Evaluation (IEE) 🇺🇸

An evaluation conducted by a qualified examiner not employed by the school district. Parents have the right to request an IEE at public expense if they disagree with the school’s evaluation. The school must either (1) fund the IEE or (2) initiate a due process hearing to defend the appropriateness of its own evaluation. The school must consider — but is not required to accept — the results of a privately funded IEE.

Inclusive Education 🇨🇦

The educational philosophy and legal framework in most Canadian provinces that students with disabilities should be educated alongside their non-disabled peers to the maximum extent appropriate, with the supports necessary to participate meaningfully. The specific implementation varies significantly by province.

IPRC — Identification, Placement and Review Committee 🇨🇦

An Ontario-specific committee that formally identifies a student as “exceptional” (the Ontario term for having special educational needs) and determines the appropriate educational placement. Parents must be consulted and have the right to be present. Parents who disagree with an IPRC decision have the right to appeal to the Special Education Appeal Board (SEAB). See also: Special Education Appeal Board (SEAB).

ISP — Individual Support Plan 🇨🇦

The term used in several Canadian provinces (including British Columbia and Alberta) for what Ontario calls an IEP. The ISP outlines the goals, accommodations, modifications, and services for a student with special educational needs. Requirements vary by province.

L

Learning Disability (LD)

A neurological disorder that affects the brain’s ability to receive, process, store, or communicate information. Common learning disabilities include dyslexia (reading), dysgraphia (writing), and dyscalculia (math). In the US, LD is classified under IDEA’s “Specific Learning Disability” category. In Canada, LD is recognized under provincial Education Acts and Human Rights Codes as a disability requiring accommodation.

Least Restrictive Environment (LRE) 🇺🇸

The IDEA requirement that students with disabilities be educated alongside students without disabilities to the maximum extent appropriate. Removal from the general education environment should occur only when the nature or severity of the disability is such that education in regular classes cannot be achieved satisfactorily even with supplementary aids and services. LRE is determined individually — there is no one-size-fits-all placement.

M

Manifestation Determination Review (MDR) 🇺🇸

A required meeting when a school proposes to discipline a student with a disability by removing them for more than 10 consecutive school days, or when a pattern of removals exists. The team must determine whether the behaviour was caused by, or was a direct result of, the student’s disability. If the answer is yes, the school cannot proceed with the proposed disciplinary action and must conduct a Functional Behavioral Assessment if one has not already been done.

Mediation 🇺🇸

A voluntary, confidential process in which a trained, impartial mediator helps parents and school districts resolve disputes about a student’s special education. Mediation is free to parents under IDEA and must be offered as an alternative to or alongside due process. Mediation agreements are legally binding.

Modification

A change in what a student is expected to learn — lowering the standard or reducing the content. For example, a student completes 10 math problems instead of 30, or is tested on a reduced set of vocabulary words. Modifications change the learning expectation itself. Compare with Accommodation, which changes only how learning is demonstrated.

O

Occupational Therapy (OT)

A related service that helps students develop the fine motor skills, sensory processing abilities, and daily living skills needed to participate in school. OT may address handwriting, scissor use, sensory regulation, self-care, and organization skills. OT may be provided as a direct service (one-on-one with the student) or as a consultative service (advising teachers on strategies).

Other Health Impairment (OHI) 🇺🇸

An IDEA disability category covering conditions that result in limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that adversely affects educational performance. ADHD is most commonly classified under OHI, as are conditions such as epilepsy, diabetes, and chronic health conditions.

P

Parent Rights / Procedural Safeguards 🇺🇸

The extensive rights guaranteed to parents under IDEA, including the right to: participate in all IEP meetings, examine all educational records, receive prior written notice before any change in placement or services, consent to evaluations, request independent evaluations, pursue mediation or due process, and file a state complaint. Schools must provide parents with a written copy of these rights at specific times including at the initial referral, each IEP meeting, each evaluation, and any time a parent requests it.

Physical Therapy (PT)

A related service that addresses a student’s gross motor skills, mobility, posture, and physical functioning as they relate to participating in the educational environment. PT may help students navigate the school building, participate in physical education, or develop the physical stamina needed for a school day.

Placement

Where a student receives their special education services. Placement options range along a continuum from the general education classroom with supports, to a resource room, to a self-contained special education class, to a specialized school, to homebound instruction. Placement must be determined annually, must be based on the student’s IEP, and must be in the Least Restrictive Environment appropriate for the individual student.

Present Levels (see Current Levels of Academic Achievement and Functional Performance)

Prior Written Notice (PWN) 🇺🇸

A written notice that a school district must provide to parents whenever it proposes to initiate or change — or refuses to initiate or change — the identification, evaluation, or educational placement of a student, or the provision of FAPE. A PWN must explain what the school proposes or refuses to do, why, what other options were considered and rejected, and what data the decision is based on. Receiving a PWN is not the final word — you have the right to disagree and pursue your options.

PSP — Personal Support Plan 🇨🇦

The term used in some Canadian provinces for a student’s individual education planning document. Similar to an IEP or ISP, it outlines goals, accommodations, and supports tailored to the student’s needs.

R

Re-evaluation / Reassessment

In the US, IDEA requires that students with disabilities be re-evaluated at least once every three years (unless parents and the school agree it is unnecessary) and whenever a parent or teacher requests it. The purpose is to determine whether the student continues to have a disability, what their current educational needs are, and whether they continue to require special education. Parents must consent to re-evaluation.

Related Services

Developmental, corrective, and other supportive services required to assist a student with a disability to benefit from special education. Related services include (but are not limited to): speech-language pathology, audiology, interpreting services, psychological services, physical therapy, occupational therapy, recreation, counseling, orientation and mobility services, and transportation.

Resource Room

A separate classroom where students with disabilities receive specialized instruction in specific subject areas for part of the school day. Students typically spend the majority of their time in the general education classroom and go to the resource room for targeted support. Also called a “learning support room” or “withdrawal room” in some Canadian provinces.

S

Section 504 🇺🇸

A civil rights law (part of the Rehabilitation Act of 1973) that prohibits discrimination against people with disabilities in programs receiving federal funding, including public schools. Section 504 has a broader definition of disability than IDEA and does not require a student to need specially designed instruction — only that they have a physical or mental impairment that substantially limits a major life activity. A 504 Plan provides accommodations without the full IEP structure. Students who do not qualify for IDEA services may qualify for a 504 Plan.

SEAC — Special Education Advisory Committee 🇨🇦

A committee established in each Ontario school board composed of representatives from parent groups, community organizations, and school board staff. SEAC advises the school board on matters related to special education programs and services. Parents with concerns about systemic issues (not individual IEP disputes) may bring issues to SEAC.

SEAB — Special Education Appeal Board 🇨🇦

An Ontario body to which parents may appeal if they disagree with an IPRC decision about their child’s identification or placement. Parents must file the appeal within 30 days of receiving the IPRC’s written statement of decision. The SEAB hears the appeal and makes a recommendation to the school board, though the board is not legally required to follow the recommendation. If parents remain dissatisfied, they may appeal to a Special Education Tribunal.

Short-Term Objectives / Benchmarks 🇺🇸

Intermediate steps between the student’s present level of performance and the annual goal. For students who take alternate assessments, short-term objectives are required. For other students, they are optional under IDEA but many parents find them useful for monitoring progress throughout the year.

SMART Goals

A framework for writing high-quality IEP goals: Specific, Measurable, Achievable, Relevant, and Time-bound. A SMART goal includes who will do what, under what conditions, to what degree, and by when. Example: “By June 2027, when given a grade-level reading passage, [Student] will correctly identify the main idea and two supporting details with 80% accuracy across 4 of 5 consecutive trials, as measured by bi-weekly teacher assessment.”

Specially Designed Instruction (SDI) 🇺🇸

The heart of special education under IDEA — adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability and to ensure access to the general education curriculum. SDI is provided by a special education teacher and is what distinguishes an IEP from a 504 Plan.

Speech-Language Pathology / Speech-Language Therapy (SLP)

A related service addressing communication disorders including articulation, fluency, voice, language processing, pragmatics (social communication), and augmentative/alternative communication. SLP is the most commonly provided related service in schools. Services may be provided directly (one-on-one or small group) or consultatively.

State Complaint 🇺🇸

A formal written complaint filed with the state’s Department of Education alleging that a school district has violated IDEA. Unlike due process, a state complaint can be filed by anyone (not just parents) and can address systemic violations affecting multiple children. The state must investigate and issue a written decision within 60 calendar days. This is often faster and less adversarial than due process.

Supplementary Aids and Services

Aids, services, and other supports provided in general education classes and other education-related settings to enable students with disabilities to be educated alongside non-disabled students to the maximum extent appropriate. Examples include paraprofessional support, assistive technology, modified materials, peer tutoring, and preferential seating.

T

Transition Services 🇺🇸

A coordinated set of activities in a results-oriented process designed to facilitate the student’s movement from school to post-secondary education, vocational education, employment, independent living, and community participation. IDEA requires transition planning to begin by age 16 (and earlier in many states). Transition services must be based on the individual student’s needs, preferences, and interests.

Transportation

A related service under IDEA that includes travel to and from school, between schools, and in and around school buildings. If a student’s IEP requires transportation as a related service, it must be provided at no cost to the family.

U

Undue Hardship 🇨🇦

The limit on a school board’s Duty to Accommodate under Canadian Human Rights Codes. A board may claim undue hardship only if providing an accommodation would cause excessive cost, serious health and safety risks, or be otherwise truly unreasonable. The bar for undue hardship is high — boards must provide evidence of actual hardship, not just inconvenience or cost concerns without specifics.

W

Withdrawal Room (see Resource Room) 🇨🇦

Need help applying these terms?

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