Special Education Glossary: Terms & Acronyms for Parents & Educators

An accommodation changes how a student accesses or demonstrates learning without altering the academic standard or content. A modification changes the actual content, standard, or expected performance level. Extended time is an accommodation; reducing the number of problems is a modification. Both can appear in an IEP or 504 plan, but modifications have broader implications for grade-level credit and diplomas.

No. A student cannot have both simultaneously. If a student qualifies for an IEP under IDEA, the IEP governs and includes the protections of a 504 plan. A 504 plan is appropriate for students who need accommodations but not specialized instruction.

Under IDEA 2004 (34 CFR §300.320(b)), transition planning must begin no later than the first IEP in effect when a student turns 16. Many states require it at age 14 or earlier. Transition planning must include measurable postsecondary goals based on age-appropriate transition assessments.

For a student to qualify under IDEA, having a disability alone is not sufficient. The disability must adversely affect the student’s educational performance, creating a need for special education services. A student with a diagnosis who is performing adequately without services may not qualify.

Masking is the practice of hiding or suppressing neurodivergent traits to appear neurotypical. It is especially common among autistic girls and women, contributing to late or missed diagnoses. A student who masks may appear to be coping fine while experiencing significant internal distress.

An IFSP (Individualized Family Service Plan) is the document used under IDEA Part C for children from birth to age 3. It is family-centered. An IEP (Individualized Education Program) is used under IDEA Part B for children ages 3-21 and is school-centered. At age 3, eligible children transition from an IFSP to an IEP.