Education

Education (and especially special education) has its own sets of acronyms and terms that can be intimidating. Here are a few that are helpful to know if you have a child receiving services:

• 504 plan--This is a plan providing supports to help children with disabilities receive the same education as their peers. A 504 plan is not a part of special education, but it does provide similar supports. Documentation requirements of a 504 plan are less stringent than an IEP. The supports provided are not as individualized as supports given in an IEP.
• accommodations--any support provided for a child with disabilities to help him receive the same education as his peers
• behavior intervention plan--This plan is used to improve behavior and social skills of a child. It is usually written in a positive manner, is individualized, and flexible. Oftentimes, students may have a special contract with their teacher or an administrator to receive rewards when they meet behavior goals.
• early intervention--This intervention is support given to children from birth to age three to help children with delays or risk of delays perform on the same level as their peers. Most of early intervention support is given through the local regional center (like the North Los Angeles County Regional Center). At age three, children can receive intervention from their local school district.
• Foster Youth Educational Liaison--Every school district in California will have a person designated to help coordinate communication efforts between teachers, foster parents, social workers, and others involved in a foster child's education. Oftentimes an educational liaison is part of student services and may also serve as a counselor or liaison for homeless youth.
• Individuals with Disabilities Education Act (IDEA)--This is a federal law that makes sure children with disabilities have access to a FAPE (free appropriate public education). Many of the regulations found in programs or documents (like IEPs) are a result of or tied to this law.
• Individualized Education Program (IEP)--This is a legal document outlining services a child with a disability who qualifies for special education will receive. It also will outline goals and progress in meeting these goals. The IEP will be developed with a team (educators, parents, school psychologists, etc.). Parents (or educational rights holders) must sign the IEP in order for it to be implemented.
• Individualized Family Service Plan (IFSP)--This is a legal document similar to an IEP but for children from birth to age three. The plan can encompass developmental, physical, and social goals. It will be developed through the local regional center (like the North Los Angeles County Regional Center) and needs to be signed by parents (or educational rights holders) for it to be implemented.
• inclusion--Inclusion is including children with disabilities in a classroom with peers without disabilities with a regular education teacher. A special education teacher may also be present. And a teacher aid may also assist in this type of classroom. This term may also be referred to as mainstreaming.
• local education agency (LEA)--This term refers to the local school district. For example, in Santa Clarita, the William S. Hart Union High School District is the local school district for junior high and high school students.
• least restrictive environment (LRE)--It is the goal for all children to be served in a place where they are with their peers as much as possible. Therefore, the least restrictive environment is the place where children with disabilities can learn alongside peers without a disability. Children can receive accommodations while in the least restrictive environment.
• SpEd--This acronym refers to special education and is pronounced "sped." Special education addresses the educational needs of students with disabilities and includes accommodations made for them to be able to learn in the least restrictive learning environment. Special education is a broad subset of education and can cover services from extended testing time for students with ADD or assistive listening devices for students who are hard of hearing.
• student study team (SST)--This is a team of teachers, parents, and other people knowledgable of a students academic progress. The team meets to document academic progress and difficulties with the ultimate purpose of determining if a child should be assessed for special education services. This meeting will need to take place after a written request is made by a parent or teacher.