Special Education Glossary: Your Guide to Special Education Language

Special Education is full of jargon, and families are often expected to understand it instantly. This glossary explains the terms you’ll hear most often - in clear, parent-friendly language - so you can walk into meetings feeling informed and confident.

    • IEP (Individualized Education Plan) - A legally binding plan that outlines the special education services, supports, goals, and accommodations a student will receive. It must be individualized and reviewed at least annually.

    • 504 Plan - A plan that provides accommodations and supports for students with disabilities who do not need specialized instruction but do need access supports to participate in school.

    • FAPE (Free and Appropriate Public Education) - A student’s legal right to an education that meets their individual needs at no cost to the family. “Appropriate” means meaningful access, not minimal effort.

    • LRE (Least Restrictive Environment) - The requirement that students with disabilities learn alongside nondisabled peers as much as is appropriate for their needs.

    • Specially Designed Instruction (SDI) - Instruction that is adapted in content, method, or deliver to meet a student’s unique needs.

    • Assistive Technology (AT) - Any device, tool, or service that helps a student access learning. This can include low-tech supports (visual schedules, pencil grips) or high-tech tools (speech-to-text, communication devices).

    • Evaluation - A required review of a student’s needs at least every three years (or sooner if needed).

    • Reevaluation - A required review of a student’s needs at least every three years (or sooner if needed).

    • Eligibility - The determination of whether a student qualifies for an IEP under one of the disability categories defined by IDEA.

    • IDEA (Individuals with Disabilities Education Act) - The federal law that governs special education services and protects the rights of students with disabilities.

    • RTI (Response to Intervention) - A tiered system of academic support used to identify students who may need additional help. RTI cannot be used to delay or deny an evaluation.

    • MTSS (Multi-Tiered System of Supports) - A schoolwide framework for providing academic and behavioral support. MTSS includes RTI and PBIS but is not a replacement for special education.

    • SST (Student Support Team) - A school-based team that meets to discuss concerns and plans interventions. SST is not a special education service and cannot replace or delay an evaluation.

    • Present Levels (PLAAFP) - A detailed description of a student’s current strengths, needs, and how their disability affects their learning. This section drives the entire IEP.

    • Annual Goals - Measurable goals the student is expected to work toward over the next year. Goals must be specific and ties to the student’s needs.

    • Transition Age - The age when a student’s IEP must begin including goals and services that prepare them for life after high school. In many states this begins at age 16, but some start earlier (age 14). Transition planning focuses on skills for employment, education, independent living, and community participation.

    • Transition IEP - An IEP that includes postsecondary goals and transition services designed to help the student move from school to adulthood. This includes goals related to work, further education or training, daily living skills, and community involvement. Transition IEPs must be based on the student’s strengths, preferences, and interests.

    • Postsecondary Goals - Goals that describe what the student wants to do after high school (e.g., college, vocational training, employment, independent living). These goals guide the rest of the transition plan.

    • Transition Services - Activities, supports, and instruction that help the student build the skills needed to reach their postsecondary goals. This may include job coaching, travel training, self-advocacy instruction, community-based experiences, or life-skills instruction.

    • Age of Majority - The age (usually 18) when educational rights transfer from the parent to the student. Families should be informed of this ahead of time, and students may choose to share or delegate decision-making.

    • Accommodations - Change to how a student learns or demonstrates learning (extended time, breaks, visual supports). They do not change the content.

    • Modifications - Changes to what a student is expected to learn (reduced workload, alternate assignments). These are more significant than accommodations.

    • Related Services - Services that support a student’s ability to benefit from special education, such as OT, PT, speech therapy, counseling, or transportation.

    • Service Minutes - The amount of time per week or month a student receives specific services. These must be clearly documented and cannot be vague.

    • Direct Services - Instruction or support delivered with the student present. This can happen in the general education classroom, a resource room, or another setting. Direct minutes mean the provider is actively working with the student.

    • Indirect Services - Support provided without the student present. This may include consultation with teachers, adapting materials, reviewing data, or planning. Indirect minutes help the team support the student, but they are not face-to-face services.

    • Progress Monitoring - The process of tracking how a student is doing on their goals. Families should receive updates as often as general education report cards.

  • General Education Setting - The standard classroom environment with nondisabled peers.

    • Resource Room - A smaller setting where students receive targeted instruction or support for part of the day.

    • Self-Contained Classroom - A specialized classroom with a smaller student-to-teacher ratio for students who need more intensive support.

    • Behavior Intervention Plan (BIP) - A plan that outlines proactive strategies, supports, and responses to help a student succeed behaviorally. A BIP must be based on data and should focus on skill-building, not punishment.

    • Functional Behavioral Assessment (FBA) - A structured process to understand why a behavior is happening and what supports the student needs. An FBA should lead directly to a well-designed BIP.

    • PBIS (Positive Behavioral Interventions and Supports) - A schoolwide framework that focuses on teaching and reinforcing positive behaviors rather than relying on punishment. PBIS is universal; it is not individualized like a BIP.

    • Prior Written Notice (PWN) - A document the school must provide when they propose or refuse to change a student’s services. It explains the decision and the data used.

    • Parent Participation Rights - Families have the right to be involved in all decisions, access records, request meetings, and provide input.

    • Dispute Resolution - Options for resolving disagreements, including mediation, state complaints, and due process hearings.

    • Manifestation Determination Review (MDR) - A meeting held when a student with an IEP or 504 faces disciplinary action. The team determines whether the behavior was related to the student’s disability.

    • Support Needs - A strengths-based way to describe what a student requires to access learning, rather than focusing on deficits.

    • Regulation - The ability to manage emotions, energy, and attention. Supports for regulation are essential, not optional.

    • Access - Ensuring the student can meaningfully participate in learning, not just be physically present.