IEP and IFSP Review Flashcards

Comprehensive vocabulary flashcards covering legal requirements, definitions, disability categories, and best practice terms for IEP and IFSP planning and implementation.

Individualized Education Program (IEP)

A legally binding, customized educational plan mandated under IDEA for school-age students (ages 3 to 21) who qualify for special education services.

Individualized Family Service Plan (IFSP)

A program under IDEA designed to guide and support children from infancy through two years old and their families, reviewed biannually and revised annually.

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

A foundational IEP component containing clear, up-to-date assessment data that details a student's current strengths, needs, and baseline performance levels.

Free Appropriate Public Education (FAPE)

A legal mandate under IDEA ensuring that children with disabilities receive special education and related services tailored to their unique needs at no cost to parents.

Least Restrictive Environment (LRE)

An IDEA requirement stating that students with disabilities must be educated alongside non-disabled peers to the maximum extent appropriate.

Section 504 Plan

A plan under Section 504 of the Rehabilitation Act protected by the ADA that provides accommodations to students with significant limitations who do not qualify for an IEP.

Individuals with Disabilities Education Act (IDEA)

A federal law ensuring that all children with disabilities have available to them a Free Appropriate Public Education (FAPE) and protecting the rights of students and parents.

The Stranger Test

A standard for writing an IEP requiring goals and statements to be specific and detailed enough that a person unfamiliar with the student can understand their needs and continue implementation.

The Sickening Seven

Seven major IEP meeting risks to avoid: revolving door IEPs, failing to report stated discussions, failing the stranger test, showing up late, showing up unprepared, scheduling too many IEPs in one day, and failing to invite all required parties.

Revolving Door IEPs

A procedural risk where required meeting participants or administrators continuously enter and exit the room or leave before the meeting concludes.

SMART Goals

IEP goals designed to be Specific, Measurable, Achievable, Relevant, and Time-bound.

Autism Spectrum Disorder (ASD)

An IDEA disability category characterized by a spectrum of symptoms including social skills and communication difficulties, as well as excessive repetitive behaviors.

Intellectual Disability

An IDEA disability category (previously referred to as Mental Retardation in 2010) characterized by limited intellectual and adaptive functioning with an IQ level below 70.

Deaf-Blindness

An IDEA disability category involving a combined loss of sight and hearing where students maintain some vision and audible range.

Deafness

An IDEA disability category defined as severe to profound hearing loss typically exceeding 90 decibels.

Hearing Impairment

An IDEA disability category defined as mild to moderate hearing loss typically below 90 decibels.

Emotional Disturbance

An IDEA category characterized by long-term, marked emotional or behavioral traits—such as an inability to learn or maintain relationships—that adversely affect educational performance.

Multiple Disabilities

An IDEA category representing a combination of more than one disability category requiring varied supports across multiple areas of life.

Orthopedic Impairment

An IDEA disability category involving severe physical impairments caused by congenital defects, illnesses, or injuries that affect educational success.

Other Health Impairment (OHI)

An IDEA category covering chronic or acute health conditions (such as ADHD, asthma, diabetes, or epilepsy) that limit strength, vitality, or alertness and adversely affect educational performance.

Specific Learning Disability (SLD)

An IDEA category involving disorders in basic psychological processes affecting language processing, manifesting in imperfect reading, writing, spelling, or math abilities.

Speech or Language Impairment

An IDEA disability category covering communication disorders that adversely affect a child's ability to talk, understand, read, and write.

Traumatic Brain Injury (TBI)

An IDEA category defined as an acquired injury to the brain from an external physical force, excluding hereditary, degenerative, or birth-related injuries.

Visual Impairment (Including Blindness)

An IDEA category defining impairment in vision significant enough to impede educational performance, encompassing partial sight and blindness.

Non-Measurable Goal Verbs

Vague verbs that should be avoided in goal writing because they cannot be directly observed or measured, such as comprehend, enjoy, feel, learn, and understand.

Goal Conditions

The specific setting, prompt, or provided materials under which a target behavior must be performed (e.g., in a 1:1 setting, given pictures, across environments).

Assessment Plan (AP)

A formal plan outlining all proposed formal and informal testing measures required prior to conducting an initial or re-evaluation for special education.

Triennial Assessment

A comprehensive re-evaluation mandated every three years under IDEA to determine if a student continues to require special education services.

Behavior Support Plan (BSP)

A written plan designed to address specific student behaviors that impede learning or classroom performance.

Assistive Technology (AT)

Equipment, devices, or software used to increase, maintain, or improve the functional capabilities of students with disabilities.

Essential Elements of an IEP Goal

The six criteria for evaluating an IEP goal: based on need, derived from PLAAFP data, educationally relevant, measurable, realistic annual progress, and enhancing classroom participation.