How to Read an IEP: Acronyms and Language

By Marcie Lipsitt, NCLD Parent Leader - National Center for Learning Disabilities

Learning the Language of Special Education

As parents of children with special needs we pride ourselves on being experts. Unfortunately, too often we are expected to be experts in the field of public education, special education, and research-based educational best practices, written in a language that we do not fully understand. The Individuals with Disabilities Education Act 2004 (IDEA 2004) ensures that parents are equal members of their children’s IEP teams and with that comes an implied responsibility. Our children’s right to a Free Appropriate Public Education (FAPE) and meaningful educational benefit rests upon our willingness to embrace the uncomfortable and learn everything that we can about this special education Holy Grail — the IEP — and the special education acronyms inherent in building this document.

IEP Terms: Special Education Acronyms

IDEA – Individuals with Disabilities Education Act 2004
IEP – Individualized Education Program
IEP Team – Individualized Education Program Team
IEE – Independent Educational Evaluation
BIP – Behavior Intervention Plan
PBS – Positive Behavior Supports
FBA – Functional Behavioral Assessment
LRE – Least Restrictive Environment
FAPE – Free Appropriate Public Education
PLAAFP – Present Level of Academic Achievement and Functional Performance (also known as “PLOP”)
ESY – Extended School Year
CBM – Curriculum Based Measurement
RTI – Response to Intervention

Read more HERE.

Special EDition: March 2013 - Least Restrictive Environment (LRE), Part 2

From Disability Rights Education & Defense Fund (DREDF)

This month's Special EDition is the second of a two–part discussion about the principle of least restrictive environment (LRE). If a student with a disability qualifies for specialized instruction and services (special education) under the Individuals with Disabilities Education Act (IDEA), the student must receive a free appropriate public education (FAPE) in the least restrictive environment.

As discussed in Least Restrictive Environment (LRE), Part 1, LRE requires the school district to ensure that:

To the maximum extent appropriate, children with disabilities are educated with children who do not have disabilities; and

Special classes, separate schooling, or other removal of students with disabilities from regular education happens only if the student's disability is so significant that education in regular classes, even with the use of additional aids and services, cannot be achieved satisfactorily.

How is LRE measured?
Each IEP must state the extent to which the student with a disability will not participate with nondisabled peers in the regular class, and in extracurricular and nonacademic activities. This is written as percentage removed from regular class settings.

The IEP must also provide a written explanation of what placement options were considered and the reasons for rejecting these placements other than the regular classroom. The IEP must state why the student's disability prevents his needs from being met in the regular classroom, even with the use of extra supports and services. Federal and state policy forbid placing a student in a segregated setting over a general education setting if the placement decision is not based onstudent needs.

Read more HERE.