# data[].attributes.headline
Wrightslaw - Your Special Education Legal Guide

# data[].attributes.subject
Wrightslaw - Your Special Education Legal Guide

# data[].attributes.body
I've found Wrightslaw to be an invaluable resource for understanding the legal aspects of IEPs and special education rights. Their comprehensive database of special education law has helped me better advocate for my students. The site offers detailed explanations of IDEA, Section 504, and other crucial legislation that every special educator should know.

# data[].attributes.attachment_link.authors[].name
Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

# data[].attributes.attachment_link.description
Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

# data[].attributes.headline
Parent Center Hub - Connect with Local Support

# data[].attributes.subject
Parent Center Hub - Connect with Local Support

# data[].attributes.body
I have discovered how vital the Parent Center Hub (CPIR) is for families. It connects parents with local Parent Training and Information Centers, providing crucial support for navigating the special education system. I often recommend this to parents who feel overwhelmed by the IEP process.

# data[].attributes.attachment_link.readable_text
Links updated, March 2017
This info in Spanish | Esta información en español

The IEP must also contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. That's three separate, distinct, and critical elements-special education, related services, and supplementary aids and services-and each is worthy of a book on its own.

Don't worry! We won't write a book-length article about any of these, but we will split up the discussion of each into separate articles. Here, the focus will be on special education.

IDEA's Exact Words

It's helpful to see IDEA's full requirement for specifying a child's special education in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child's IEP must contain:

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child-

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section... [§300.320(a)(4)] In its entirety, this provision is the heart and soul, meat and potatoes, bricks and mortar (choose your analogy!) of the IEP. When taken off paper and operationalized in school, it becomes the education that a child with a disability receives. The part we've put in bold is the focus of this article, but you'll want to read the next two articles as well, so you can integrate the information here about special education with what's presented separately about related services and supplementary aids and services.

Special Education, in Brief

Special education is instruction that is specially designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a child's needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child.

Some students may be working at the pre-kindergarten grade level, others at the first, second, or third grade level. There may be students whose special education focuses primarily on speech and language development, cognitive development, or needs related to a physical or learning disability. Special education for any student can consist of:

an individualized curriculum that is different from that of same-age, nondisabled peers (for example, teaching a blind student to read and write using Braille);

the same (general) curriculum as that for nondisabled peers, with adaptations or modifications made for the student (for example, teaching 3rd grade math but including the use of counting tools and assistive technology for the student); and

a combination of these elements.

It is also important to remember that the education, services, and supports outlined in a child's IEP do not necessarily cover that child's entire education. The IEP only addresses those educational needs resulting from the child's disability. If a child needs special education support throughout the school day, for all activities, the IEP will cover all these needs. If the child doesn't need special education support in one or more areas (for example, physical education, music, or science), then the IEP will not include these subjects. The child accesses them through the general curriculum/ class, with no additional special education services.

Adaptations and Modifications

The individualization of instruction is an important part of special education. Instruction and schoolwork are tailored to the needs of the child. Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation . Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn't have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn. For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

1. Jack will have shorter reading and writing assignments.

2. Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

3. Jack will have test questions read/explained to him, when he asks.

Modifications or accommodations are most often made in the following areas:

Scheduling. For example:

giving the student extra time to complete assignments or tests

breaking up testing over several days

Setting. For example:

working in a small group

working one-on-one with the teacher

Materials. For example:

providing audiotaped lectures or books

giving copies of teacher's lecture notes

using large print books, Braille, or books on CD (digital text)

Instruction. For example:

reducing the difficulty of assignments

reducing the reading level

using a student/peer tutor

Student Response. For example:

allowing answers to be given orally or dictated

using a word processor for written work

using sign language, a communication device, Braille, or native language if it is not English.

Where is special education provided?

Special education instruction can be provided in a number of settings, such as: in the classroom, in the home, in hospitals and institutions, and in other settings (§300.26). Schools must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities. This continuum must include the placements just mentioned (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). Unless a child's IEP requires some other arrangement, the child must be educated in the school he or she would attend if he or she did not have a disability [§300.116(c)].

Special education instruction must be provided to students with disabilities in what is known as the , or LRE. IDEA includes provisions that ensure that children with disabilities are educated with nondisabled children, to the maximum extent appropriate. Each state must also ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [§300.114(a)(2)(ii)].

The Long Story on Special Education

Of course, there's much more to special education than the short summary above. For those of you that want the nitty-gritty, detailed, full picture of special education, here it comes. Keep reading.

Defining special education

Special education. Sometimes, when the term is used, it means "special education" as defined by IDEA at §300.39, and other times it's a reference to the field at large-teachers, offices, knowledge base, professional practice, the system.

However, when IDEA uses the term, its meaning is never mixed or ambiguous. Every single time "special education" is used in the law and the final Part B regulations, its meaning is the same-the definition below.
§300.39 Special education.
(a) General. (1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including-

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section-

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

And that's just the "general" part of the definition! The next part is called " individual special education terms defined," where the definition goes on to define:

at no cost;

physical education;

specially designed instruction;

travel training; and

vocational education.

Happily, the 20 opening words of special education's definition-specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability-contain the core of the term's meaning. You'll see we've used those 20 words in the short story of special education. The 362 other words in the definition (which includes the definitions of the individual terms), while still very critical, add detail to that core and further clarify it.

When an abbreviated definition of the term special education is called for, you're most likely to hear its core: " Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. "

In the definition's full form, examples roll out and take away gray areas about the some of the scope and substance of special education. Special education can be, for example:

travel training (which has its own definition);

vocational education (also defined on its own); and

services that may be listed in IDEA as a related service but that a state may consider as special education-which makes them "special education" in that state.

As you can see from IDEA's definition of special education, it can also occur in a variety of settings: in the classroom, in a home, in a hospital or institution, and in other settings. This is why you might also hear that "special education is not a place." It's not. Where it is provided for a specific child with a disability will depend on that child's unique needs as determined by the group of individuals (which includes the parents) that makes the placement decision.

So what does "specially designed instruction" mean?

Given the importance of "specially designed instruction" in the core of special education's definition, it's useful to take a closer look at how that term is defined:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child's disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, as part of designing the instruction to fit the needs of a specific child, adaptations may be made in the content, methodology, or delivery of instruction. This is a strong point of pride within the special education field and a considerable accomplishment that's come from 30 years of practice: the individualization of instruction.

As the provisions above show, adaptations can take many forms in response to the child's needs; the field is replete with guidance on this critical part of special education. You'll find a wealth of connections to that guidance here at CPIR. Visit us often and see what you find!

What's peer-reviewed research?

Time for another definition-not more from "special education" but, rather, from where this article began-the statement of special education that's required in the IEP. If you look back up, you'll see that the special education a child receives must be "based on peer-reviewed research to the extent practicable" [§300.320(a)(4)]. What might that mean?

With the passage of the 2004 Amendments to IDEA, some new terms and concepts became part of the IEP process. One such is peer-reviewed research. The term is not formally defined in the IDEA, but the Department of Education's discussion in the Analysis of Comments and Changes may be helpful in understanding the term's general meaning and why no formal definition was included in the regulations:

" Peer-reviewed research " generally refers to research that is reviewed by qualified and independent reviewers to ensure that the quality of the information meets the standards of the field before the research is published. However, there is no single definition of "peer reviewed research"' because the review process varies depending on the type of information to be reviewed. (71 Fed. Reg. at 46664)

The term is used in conjunction with the phrase "to the extent practicable." To better understand what this means and how IEP teams are to apply peer-reviewed research in their selection of services to be provided to a child with a disability, you may find the Department of Education's comments helpful.

States, school districts, and school personnel must...select and use methods that research has shown to be effective, to the extent that methods based on peer-reviewed research are available. This does not mean that the service with the greatest body of research is the service necessarily required for a child to receive FAPE. Likewise, there is nothing in the Act to suggest that the failure of a public agency to provide services based on peer-reviewed research would automatically result in a denial of FAPE. The final decision about the special education and related services, and supplementary aids and services that are to be provided to a child must be made by the child's IEP Team based on the child's individual needs. (71 Fed. Reg. at 46665)

The role of states in determining what special education is

This discussion of special education as a term brings to mind how it is also a process, a system. IDEA may define the term and establish rigorous standards for its implementation, but how special education unfolds in schools is very much a state and local matter. Education is traditionally a state responsibility, with each state vested with the authority to determine its own policies within the parameters of federal requirements. This is one reason why it's so critical to know your state's specific special education policies and requirements.

So--where to look for that information?

The best place is to connect with the agency responsible in your state for overseeing special education in the state. That is most likely your state's Department of Education-or Department of Special Education. Names will vary from state to state, of course. You can connect with the responsible agency in your state in a number of ways, beginning with...

, the National Association of State Directors of Special Education. Visit NASDSE and consult their "Meet the Directors" interactive map. There, you'll not only find the name of your state's Special Education Director, but you'll find the website address of the agency in charge. Most states provide links to the state's special education regulations and policies on their website, though you may have to hunt around to find them! NASDSE's map is online at:NASDSE
http://www.nasdse.org/MeettheDirectors/tabid/60/Default.aspx

Obviously, the statement required by §300.320(a)(4) is one of the most critical components in a child's IEP. Like the statement of annual goals, it arises out of, and is directly connected to, the "present levels" statement, where the child's current performance levels and needs are described. This is why a well-crafted "present levels" statement is so pivotal when developing a child's IEP.

Would you like to read about another component of the IEP?
If so, use the links below to jump there quickly.
_________________________________________________
Annual Goals
Once a child's needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Special Education (You're here)
The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

Related Services
To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services. Find out all about these critical services here.

Accommodations in Assessment
IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

# data[].attributes.attachment_link.description
Links updated, March 2017 This info in Spanish | Esta información en español The IEP must also contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child.

# data[].attributes.headline
Understood.org - Making Learning Differences Understandable

# data[].attributes.subject
Understood.org - Making Learning Differences Understandable

# data[].attributes.body
Through my coursework in learning disabilities, I've come to appreciate Understood.org's approach to explaining learning and attention differences. Their interactive tools and simulations have given me valuable insights into the challenges my students face. The site's video library is particularly helpful for visual learners.

# data[].attributes.attachment_link.readable_text
How can we help?

I want help with behaviors , learning , and everyday skills

We are Understood.
We are the lifelong guide for those who learn and think differently. In the past year, we've helped more than 20 million people discover their potentials, take control of their lives, and stay on positive paths.

We support the 1 in 5 Americans who learn and think differently.

Learn more

We believe difference is our greatest strength.

Learn more

When we shape the world for difference, we all thrive.

Learn more

Discover what's possible when you're understood.

We'll email you our most helpful stories and resources.

We just launched our "Be the Reason" stigma campaign. Learn more here.

Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

# data[].attributes.attachment_link.title
Understood - For Learning and Thinking Differences

# data[].attributes.attachment_link.description
Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

# data[].attributes.headline
Autism Speaks - Comprehensive Support Guide

# data[].attributes.subject
Autism Speaks - Comprehensive Support Guide

# data[].attributes.body
In my special education assessments class, we frequently referenced Autism Speaks for their evidence-based resources. Their toolkit for newly diagnosed families and school collaboration guides are excellent. I especially value their professional development resources as I prepare for my teaching career.

# data[].attributes.attachment_link.description
Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

# data[].attributes.body
I can't emphasize enough how valuable their resources are for aspiring special educators. Their ethical guidelines and teaching standards have shaped my understanding of best practices. The policy updates keep me informed about changes in special education legislation.

# data[].attributes.attachment_link.readable_text
At the Council for Exceptional Children (CEC), professional development is what we do.

We offer a wide variety of professional development opportunities through webinars, online courses, in-person trainings, conferences, and more. Find out how you can learn with CEC to gain evidence-based practices for students with exceptionalities and get the answers you need.

# data[].attributes.attachment_link.description
At the Council for Exceptional Children (CEC), professional development is what we do. We offer a wide variety of professional development opportunities through webinars, online courses, in-person trainings, conferences, and more. Find out how you can learn with CEC to gain evidence-based practices for students with exceptionalities and get the answers you need.

# data[].attributes.body
PACER Center's resources were instrumental in understanding how to support students moving into adulthood. Their employment resources and transition planning guides offer practical strategies that I'm already implementing in my student teaching.

# data[].attributes.attachment_link.title
PACER Center - Champions for Children with Disabilities

# data[].attributes.attachment_link.description
A trusted source of information, training, and support for families of children with disabilities.

# data[].attributes.body
LD OnLine offers accessible articles and expert advice on learning disabilities and ADHD. This resource features contributions from leading researchers, educators, and clinicians, providing practical strategies for both families and educators. It includes personal stories, Q&A sections, instructional techniques, and up-to-date research to help demystify complex learning challenges. LD OnLine empowers families to better understand their child's needs while equipping educators with tools to foster inclusive classroom practices.

# data[].attributes.attachment_link.readable_text
Developing good organizational skills is a key ingredient for success in school and in life. Although some people by nature are more organized than others, anyone can put routines and systems in place to help a child become more organized. The Coordinated Campaign for Learning Disabilities has compiled a list of strategies that parents can use to help their child develop good organizational skills.

In the first chapter of her book, Homeschooling Your Struggling Learner, Kathy Kuhl explains how she came to the realization that school wasn't working for her son and decided to do what she never thought she could: stay home and teach him.

tudents' emotional responses to challenging situations can influence their concentration, perseverance, application of learned skills, and interactions with others. Even with safe and supportive classroom environments, students often have difficulty because they lack the communication skills to address challenging situations.

# data[].attributes.attachment_link.title
LD OnLine: The world's leading website on learning disabilities and ADHD

# data[].attributes.attachment_link.description
LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

# data[].attributes.headline
AEM Center (National Center on Accessible Educational Materials)

# data[].attributes.subject
AEM Center (National Center on Accessible Educational Materials)

# data[].attributes.body
National Center on Accessible Educational Materials (AEM Center) provides guidance on how to acquire and implement accessible formats of print and digital learning materials for students with disabilities. This resource supports compliance with IDEA and Section 504 by helping educators and families understand what accessible materials are, who needs them, and how to obtain and use them effectively. The AEM Center features tools, training modules, and decision-making guides tailored for IEP teams, ensuring that students with print disabilities receive equitable access to the curriculum. It empowers educators to design inclusive learning environments where all students can participate and thrive.

# data[].attributes.body
The IRIS Center offers a wide range of free, evidence-based resources designed to improve education outcomes for all students, especially those with disabilities. Developed by Vanderbilt University and funded by the U.S. Department of Education, the center provides interactive modules, case studies, and video vignettes that support teacher preparation and ongoing professional development. Topics include behavior management, differentiated instruction, IEP development, and co-teaching models. The IRIS Center empowers educators with practical strategies aligned to current research and federal mandates, making it an essential tool for creating inclusive and effective learning environments.

# data[].attributes.body
Inclusive Schools Network promotes inclusive practices and supports school-wide strategies for diversity and equity. This resource offers inclusive education strategies, case studies, and planning tools that support schools in creating welcoming, diverse communities where all students feel valued. It helps educators implement inclusive models through professional development and systemic support frameworks.

# data[].attributes.attachment_link.title
Home | Inclusive Schools Network | Supporting Inclusive Education Worldwide

# data[].attributes.attachment_link.description
Sponsored by Stetson and Associates, Inc. in Houston, TX, the Inclusive Schools Network (ISN) is a web-based educational resource for families, schools and communities that promotes inclusive educational practices.