IEP and other Special Education Terms

The Individuals with Disabilities Education Act (IDEA) is a U.S. law that makes sure students with disabilities get free and appropriate public special education services that are tailored to their specific needs.

The Individualized Education Program (IEP) is the legal written document that describes the free special education services and supports that your child will receive and how your child's progress will be monitored. The term IEP has become almost synonymous with special education. Every student receiving special education services from a public school must have an IEP, and it needs to be reviewed annually by the IEP team, which includes you, the child's parents. We have a separate set of lessons to help explain how the IEP is created, who is on the IEP team (you—the parent—are a key member!), how IEP meetings work, and how you can advocate for your child through the IEP.

Least Restrictive Environment (LRE) is the classroom setting where a student can be successful and is most like their non-disabled peers. Classroom settings exist along a continuum and range from the least restrictive (general education classroom) to the most restrictive (hospital or residential setting). Placement outside the general education classroom needs to be documented within the IEP.

Free and Appropriate Public Education (FAPE) is the requirement of all public schools to provide an education to students with disabilities from ages 3-21. This education is at no cost to families and relevant to their child's specific needs as identified in a student's IEP.

A due process hearing (procedural safeguard for parents) is a hearing of last resort that parents can use when filing a complaint with the school about a special education concern. It is a legal proceeding in which a neutral mediator reviews both the school and family perspectives on the concern and then makes a final decision on the issue.

Independent Education Evaluation (IEE) is an independent evaluation by an examiner outside the school system to assess a student's learning needs or disabilities. An IEE is used when a parent disagrees with a school's special education recommendations. An IEE is provided at the public's expense and is used to determine a student's accommodations, services, or appropriate placement.

Prior Written Notice (PWN) allows parents to review proposed changes before they occur. PWN is a document that parents receive before assessments occur, prior to placement change, or before a change in services.

Multidisciplinary Team (MDT) is a group of school professionals from various fields or disciplines (e.g., regular education, special education, mental health, and related service providers) who collaborate to provide comprehensive support for students with disabilities. This team reviews and refines individualized education programs (IEPs), ensuring an integrated approach to meet each student's unique needs. By combining expertise, MDTs enhance student outcomes and promote a comprehensive approach to special education. An MDT meeting occurs prior to an initial IEP and every three years following to verify a student's eligibility.

Multi-Tiered System of Support (MTSS) team plays a crucial role in guiding and supporting the implementation of MTSS in schools. The MTSS team consists of educators, administrators, and other stakeholders, representatives of regular education, special education, and parent input. The team meets regularly to identify students who may need additional supports and interventions. Monitoring student progress and adjusting plans as needed are essential tasks for the MTSS team.

Response to Intervention (RTI) is an educational approach that identifies struggling students early and provides specific support to students. It involves monitoring student progress, using a tiered system, and collaborating with teachers, parents, and specialists. RTI aims to prevent academic setbacks and improve overall student outcomes. It is closely related to special education and emphasizes data-driven decision-making (RTI falls under the umbrella of MTSS).

Functional Behavior Assessment (FBA) is a comprehensive investigation of a student's challenging classroom behavior to determine the reasons a student may disrupt class or disengage in learning. An FBA is often done to provide information for a Behavior Intervention Plan as it provides a basic level of understanding of a student's behavior, which then allows the student's team to develop a plan to teach replacement behaviors.

Behavior Intervention Plan (BIP) is a formal, written plan (often included in the IEP) focused on teaching and rewarding the student for good behavior to prevent misbehavior. A BIP usually identifies the behavior that needs to be changed, understand the reasons why the behavior is occurring and outlines strategies or supports to help modify the behavior. Teams often refer to a student's Functional Behavior Assessment when creating a BIP.

504 Plan is offered through the Rehabilitation Act of 1973. A 504 Plan is often considered for students who are not eligible for special education, yet still require some support due to a mental or physical disability that substantially impacts daily activities. A 504 Plan guarantees a student with mental or physical disabilities classroom accommodations, but unlike an IEP in special education, it does not provide specialized instruction or service minutes.