A written plan for learning, developed for students with special needs, who may or may not be formally identified as exceptional. The IEP outlines special education programming with accommodations and/or modifications of curriculum. The plan may also include alternative programming and transition plans. An IEP is considered a “working document”, as it is revised and changed throughout the year in response to the student’s progress and needs.
An area of student need, involving advanced cognitive ability for the student’s age/grade level.
An area of student need that involves low levels of cognition. Reduced intellectual ability reduces the understanding and functioning of a student compared to age/grade peers.
A formal exceptionality, identified by an Identification Placement and Review Committee (IPRC), in the category of Intellect, based on a psychological diagnosis characterized by below-average intelligence.