Special education and the process of developing an Individual Education Plan (IEP) can be confusing at times as there are many terms and acronyms. Parents may find this overwhelming during meetings with school personnel, so we’ve compiled this list of key terms to help you learn the “IEP language” and better understand the information being presented to you:

Individual Education Plan (IEP)

The IEP is the written plan describing the special education program, assistance, and/or services required for a particular student, based on a thorough assessment of the student’s learning strengths and needs. The IEP is developed by the school, in consultation with the parents and, if needed, with other professionals, such as psychologists. It must include specific educational expectations based on the curriculum, an outline of the special education program and services that will be received, and a statement about the methods by which the student’s progress is reviewed. In addition, an IEP may be developed for a student who has not been formally identified as exceptional but who requires a special education program and/or services. Parents will receive a copy of the IEP.

504 Plan

A 504 Accommodation Plan is guided by the Americans with Disabilities Act to ensure that a student with a disability has access to accommodations that improve academic functioning.  In order to qualify for a 504 Plan, a student must have a medical diagnosis for a physical or emotional disability or impairment that restricts one or more major life activities.  The goal of 504 Plans is for students to be educated in regular education classrooms along with the accommodations or educational aids to achieve satisfactory academic success.  Students who do not meet the criteria spelled out by IDEA may still qualify for help under Section 504 of the Rehabilitation Act of 1973, or Section 504.

Accommodation

Changes made to the way the student is taught and assessed. Accommodations refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. These are strategies that help a student meet the provincial curriculum expectations of his/her grade-level; accommodations DO NOT alter the provincial curriculum expectations for the grade. Examples of accommodations include extra time given to complete assignments and/or tests, tests read aloud to the student, the use of a calculator, etc.

Modification

Changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning needs. Modifications refer to the changes or alternations of learning expectations made to the curriculum that are different from the age and/or grade placement of the student. Modified expectations may be drawn from a different grade level, or they may include increases or decreases to the number and/or complexity of the grade-level expectations.

Special Education Resource Teacher (SERT)

A SERT is a specially trained teacher who assists in developing IEPs for each individual student. A large part of a SERT’s job is communicating and working with others involved in a child’s development, including parents, other classroom teachers, psychologists, social workers. On a daily basis, the SERT collaborates with classroom teachers to support inclusion of exceptional students within the classroom.

Special Education Continuum