IEPs Explained for Parents

If you are not in the special education field, reading an individual education program (IEP) can be a little like reading a document in another language.  You will find terminology that you probably have not come in contact with before. There are lots of acronyms and terms on IEPs that are specific to special education.  Here, I will try to explain some of the more confusing terms and acronyms of IEPs, however, if you have a question about your child’s IEP that this post does not answer, feel free to post a question.

General Curriculum:  This the regular curriculum that all non-disabled students receive in a school district.  The term general is used in place of “regular”; for example, a non-special education classroom is called a general education classroom.

Instructional Modifications:  Basically, these are any changes that can and will be made to the instruction for your child to help their learning.   These can also be called specially designed instruction.  These are changes that non-disabled students do not qualify for.

Methodology:  This means how the instruction will be delivered, by which method.  Sometimes teams will specify a certain way to best present new material to your child (e.g. visual aids or multi-sensory instruction).

accommodations:  These are changes to the learning environment that will help your child make more effective progress.  Students who are not on IEPs can qualify for accommodations as well.  An example of an accommodation is preferential seating near the source of instruction.

Assistive Technology:  These are devices (can be electronic) that can help a student with a disability.

Performance Criteria:  This is another term for testing or assessment.

Measurable Goal:  This is a goal (or outcome) that can be actually measured.  Usually goals are written in terms of ratios and/or percentages.  Here is an example of a measurable goal:  Jane will read a paragraph with 80% accuracy in 4:5 opportunities. The goals should be challenging, yet reachable.

Benchmarks:  These are the steps that a student will probably make before they can accomplish the measurable goal.  For example, Jane will probably read with 75% accuracy before she can read it at 80% accuracy.  If the goals are challenging enough, students will not be able to reach them without first meeting the benchmarks.

Nonparticipation Justification:  This is were the school district must prove why they are removing a student from the general education classroom.  Because students have the right to be educated with their peers to the most extent possible, the school system needs to tell why it is preferable to take this student out.

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What is Inclusion?

Before 1975, students with disabilities were mainly educated away from their peers.  They were not given the same quality education that non-disabled students were receiving, if they were receiving any at all.  For the most part our education system was failing our children with disabilities.  The Education for All Handicapped Children Act (1975) was the first legislation that said that all children deserve a free and appropriate education (FAPE) in the least restrictive environment (LRE).  In plain language, this means that for the first time the government was recognizing the equal rights of children with disabilities to receive a quality, free education with their non-disabled peers.  While it took 15 more years until the Individuals with Disabilities Education Act (IDEA) would be written and real change would occur, that 1975 act was the first step toward educating all children in our country.  The idea of including students with disabilities to the greatest extent possible was born out of these federal acts and is referred to as inclusion.

Inclusion is when special education services happen while the child is in the general education classroom (not in a special education classroom). It is a philosophy that brings disabled and non-disabled students together and creates an environment of acceptance and belonging for all students.  Inclusion allows students with disabilities access to the same education as non-disabled students, while giving them the supports that they need to be successful.  Students that are in inclusion programs usually have access to more challenging and engaging curriculum.  They are also learning to be a part of their community and are teaching other students to be more accepting of other’s differences.

While the principles of inclusion are wonderful, it is not always successful.  Inclusion must be carefully implemented so that that the students that qualify for services are still getting what they need.  Teachers who teach in inclusion classrooms are taught to differentiate their instruction.  This means that all students are given instruction based on their needs.  Usually, teachers will use less whole group instruction and work with small groups of students instead. Sometimes there will be a teacher’s assistant in the room to help and at other times there will be a special educator there as well.  Some students do not benefit from total inclusion (meaning being in the general education classroom 100% of the day) because they require services that need a separate setting.   This is called partial inclusion.  I think it is safe to say that almost all students do benefit from some inclusion throughout their day.  Research has found that  students in an inclusion program generally have higher academic performance and better social skills than those not in inclusion.

While schools are obligated to educate students in the least restrictive environment (LRE) under the federal law, they sometimes do not do so.  It may be easier or cheaper for them to educate children with special needs in a separate setting.  Sometimes it is more beneficial to the child to be in a classroom or school that is designed to meet their needs .  As a parent, you may want your child educated separately for your own reasons.  Your child may want to be educated separately for their own reasons.  Your child’s team (which includes you and maybe your child- if they are old enough) will be able to best decide what placement is right for your child.  You may not agree with the majority of the team’s choice for your child.  That’s okay, you have that right.  I suggest that you research inclusion and separate settings (classrooms and schools) so that you can make an informed decision for your child.  You should also observe the two types of settings in your school district so you can see for yourself what your child’s placement will be like.  The placement of your child is a very important decision and you would serve your child best by being informed before you are asked to make a choice.

What is LRE? (Least Restrictive Environment)

Text from the Massachusetts DOE/FCSP publication “A parent’s guide to Special Education”

LEAST RESTRICTIVE ENVIRONMENT

The federal law, IDEA, mandates that students with disabilities must be educated with their non-disabled peers to the maximum extent appropriate based on the student’s needs. This is known as the Least Restrictive Environment (LRE). The Team (including the parent) determines the placement that the student needs to provide the services on the student’s IEP and the Team must choose the least restrictive environment able to provide those services. This means that the student should attend the school he or she would attend if non-disabled, unless the Team determines that the nature of the student’s disability will not allow that student to have a successful educational experience in that environment.

FAPE and LRE are closely tied together. Both federal and Massachusetts special education laws require that a Team consider appropriate education in the least restrictive environment. In order to help your child be successful, the Team must carefully consider whether supplemental aids and services and specialized instruction could make it possible for your child to be educated with non-disabled peers. If services can be appropriately provided in a less restrictive setting, the Team must choose that type of program and setting. If the student’s program requires a more restrictive setting to be successful, then the Team may consider other settings. The Team should look class by class, activity by activity, and only remove your child from the general education classrooms if, and only if, supplemental aids and services would not make it possible for the student to remain in that classroom and make effective progress.

Determination of the LRE is based on your child’s IEP, not on a diagnosis or specific disability label. This determination must be made individually and carefully. Students cannot be placed in separate or more restrictive environments only because they require modification of the curriculum. It is important to remember that Teams do not have to choose between specialized help for a student and inclusion of that student in the general education classroom; students are entitled to both. After the Team has developed the IEP and understands the needs and goals for your child, then the Team will determine the most appropriate setting for your child’s services. LRE is an integral part of the placement determination.

The ABC’s of Special Education: Useful SPED Acronyms and Terms (Part I)

IEP, LRE, BIP, etc…. What do all these acronyms and terms mean?  Here are the definitions for some of the more common terms and acronyms, used by educators during team meetings, but you were to afraid to ask what they mean…  

504 Plan:   A plan developed for a student with a disability that specifies what accommodations and/or services they will get in school.

Accommodation:   Changing the way material is presented, or the environment/setting, or the conditions as needed.

APE:   Adaptive Physical Education or P.E. for students that have a disability that keeps them from participating in P.E..

Assessment:   An assessment is an evaluation or test.

Behavior Intervention Plan (BIP):   A formalized plan that goal is to change specific negative behaviors a student may have.

Developmental Disability/Developmentally Delayed (DD):   A substantial disability that began before age 18 and is expected to continue.

Direct Services:  Services given to the child either one-to-one (1:1) or in a small group setting.

DOE:   Department of Education

EBD/ED: Emotional/Behavioral Disorder or Emotional Disturbance.   Used when a student has significant problems following the rules and/or in managing their emotions.

FAPE:  Free Appropriate Public Education

FBA: Functional Behavioral Assessment

IEP (Individualized Education Program):   A written education plan for a child  developed by a team of  professionals (teachers, therapists, etc.) and the child’s parents.

Inclusion:   To provide sped services to the student in the regular classroom.

LD (Learning Disability):  A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may results in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Least Restrictive Environment (LRE):  The environment that provides disabled students the most amount of access possible to non-disabled students.

Occupational Therapy (OT):   A therapeutic service that specializes in upper arm function, including fine motor skills like handwriting. It also deal with activities of daily living and sensory integration issues.

Physical Therapy (PT):  A therapeutic service where the therapist specializes in gross motor skills such as walking, running, jumping, balance issues, etc.

Resource Room:  A room separate from the regular classroom where students  receive academic assistance.

SLP:  Speech and Language Pathologist