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ALPHABET SOUP: A Special Education Law Appetizer

If you are new to the special education process, it may feel like you’ve stumbled into a strange land where they speak a completely different language. Here is a primer on the common abbreviations and acronyms used when discussing special education.

ABA – Applied Behavioral Therapy – A data-driven, evidence-based method of therapy used to increase or decrease behaviors.  Commonly used with children on the autism spectrum, it is a very intensive behavior intervention technique.

ADD/ADHD – Attention Deficit Disorder/Attention Deficit – A commonly occurring condition marked by difficulty staying focused and paying attention, difficulty controlling behavior, and sometimes hyperactivity. While not a specific statutory category of disability, children with ADD/ADHD may qualify for services under OHI, SLD, or even ED if it can be demonstrated they require accommodation, modifications, or other special education services to make meaningful progress in their education.

ASD – Autism Spectrum Disorder – One of the thirteen specific statutory categories of disability eligible for services if the condition has an adverse impact on educational performance.

BIP – Behavior Intervention Plan – A plan developed based on the insight gained during the FBA designed to use supports and positive behavioral intervention techniques to reduce the behavioral incidents in both frequency and magnitude.

ED – Emotional Disturbance – One of the thirteen specific statutory categories of disability eligible for services if the condition has an adverse impact on educational performance.

ESY – Extended School Year – FAPE may require that a child receive educational or related services outside the normal school year to avoid regression. This typically includes summer services.

FAPE- Free and Appropriate Public Education – The right guaranteed under the IDEA and Section 504. To provide FAPE, the school instruction, services, and support must be adequate to provide a meaningful benefit or allow the child to make meaningful progress in light of the child’s circumstances.

FBA – Functional Behavioral Assessment – A problem-solving process to collect information which may be used to address behavioral issues that are impacting educational progress, or posing a danger to the student or others. The goal is to identify the causes, triggers, or antecedents to the problem behaviors.

IDEA – Individuals with Disabilities Education Act (20 U.S.C sec. 1400-1450) –  One of the primary laws governing how states and public agencies provide early intervention, special education, and related services to youth with disabilities.

IEE – Independent Educational Evaluation – An outside assessment or evaluation by a non-school professional. A parent may have a right to an LEA-funded IEE if they disagree with the appropriateness, accuracy, or completeness of the LEA assessment(s).

IEP – Individualized Education Plan – The document required under the IDEA and developed by a team consisting of parents, teachers, service providers, experts, administrators, and often advocates or attorneys that lays out the disabled student’s strengths and challenges, placement, services, supports, goals, and objectives.

IFSP – Individualized Family Services Plan – A process for children age 0-3 with special needs and their families to receive necessary supports and services for early intervention, prior to the child becoming eligible for an IEP.

LEA – Local Education Agency – Typically a school district, school board or other government agency which oversees primary or secondary education. Less common use may refer to an individual school, particularly a charter school.

LRE – Least Restrictive Environment – A requirement under the IDEA that a student with a qualifying disability is educated, as much as possible, with other typical peers. The issue is often referred to as “inclusion” and involves the amount of time a child spends in general education with typical peers (“mainstreamed”) versus in a class specifically for special education students (SDC).

NPS/NPA – Non-Public School or Non-Public Agency – A school or program providing placement, supports or services for a disabled student that is certified by the state. When a LEA cannot provide FAPE within their program the LEA may be required to pay for placement in an NPS or pay for services from an NPA in order to provide FAPE.

OAH – Officer of Administrative Hearings – A government agency that offers a quasi-judicial forum. The OAH and its hearing officers conduct mediations and preside over due process hearings where special education cases may be filed, and resolved or litigated in a court trial.

OCD- Obsessive-Compulsive Disorder – An anxiety related disorder marked by persistent, recurring obsessions or compulsions. Obsessions are the typically intrusive thoughts or ideas, while compulsions are uncontrollable urges to perform certain tasks or behaviors. While not a specific statutory category of disability, children with OCD may qualify for services under OHI, SLD, or even ED if it can be demonstrated they require accommodation, modifications, or other special education services to make meaningful progress in their education

 OCR – Office of Civil Rights – Agency which enforces Federal civil rights laws and investigates complaints of discrimination.

ODD – Oppositional Defiant Disorder – A disorder marked by an extended period of extreme or excessive defiance, hostility, aggression, or misbehavior well outside the typical behavior of other similar aged children. While not a specific statutory category of disability, children with ODD may qualify for services under OHI, SLD, or even ED if it can be demonstrated they require accommodation, modifications, or other special education services to make meaningful progress in their education

OHI – Other Health Impairment – One of the thirteen statutory categories of disability eligible for services, a catch- all category for other health conditions if the condition has an adverse impact on meaningful educational progress.

OT – Occupational Therapy – A practice used in assessing and treating children with physical, mental, or cognitive disorders to help them develop, recover, or maintain physical skills needed for participation in daily activities.

SDC – Special Day Class –  Term used to describe a self-contained special education class which provides services to students with intensive needs that cannot be met by the general education program.

SLD – Specific Learning Disability -One of the thirteen statutory categories of disability eligible for services, may incorporate a number of different conditions or circumstances which have an adverse impact on meaningful educational progress.

SLT – Speech Language Therapy – A practice used in assessing, diagnosing, and treating speech, language, and communication disorders.

 SST – Student Study Team – A group gathered for a preliminary analysis of a student’s progress academically, behaviorally and socially/emotionally. The SST may propose interventions and/or accommodations. They also may recommend further assessments or a 504 plan.

TBI – Traumatic Brain Injury –  One of the thirteen specific statutory categories of disability eligible for services, if the condition has an adverse impact on educational performance.

UPAPE – Unilateral Placement at Public Expense – Providing a parent gives ten days’ notice, nd can establish the LEA’s offer of FAPE is not appropriate and another school, program or service is appropriate, the LEA may be required to pay for (and reimburse the parent for) the school, program, or service in which the parent independently (unilaterally) places the child.

504 – Section 504 of the Rehabilitation Act of 1973 (or a plan implemented under that section) – A law prohibiting discrimination based on disability.

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David Tollner's avatar

About David Tollner

David brings his trial experience as a litigator, unique knowledge of special education process and services, and formidable passion to his special education practice. David has served as Executive Director of Pacific Autism Center for Education (PACE) and Rebekah Children's Services. David opened Tollner Law Offices in 2007 and has since built it into one of the largest disability law firms in Northern California, serving children and adults with special needs.

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We were able to reach a satisfactory settlement agreement to avoid due process in our case. We continue to have an NPA provide behavior services for social skills, which is extremely important to us.

We love working with Bonnie! She has been wonderful, and we would highly recommend her.

Torrance Unified School DistrictTorrance, CA

Where to begin. Our child has had an IEP since second grade and never really got the type or level of support she needed. We finally had enough of her IEP team dragging their feet and seemingly talking in circles and hired a special educational lawyer. Unfortunately, our initial lawyer didn’t seem to “get” our child or her needs. After a year, we turned to Tollner Law Offices and worked first with James S. and then with David T. to evaluate and help remedy our child’s situation.

David and his te… Read more

San Jose Unified School DistrictSan Jose, CA

We found this office through a parent group that we trust a great deal. Wd’d never needed representation for an IEP and so didn’t know what to expect. We were very pleased with the process and outcome. Our attorney, Amanda O’Neil was all the things you want: professional, thorough and friendly. The thing we appreciated most was how easy it was to reach her and how quickly she responded to any/all of our questions. Her involvement in our IEP process is THE reason we were able to get the placement… Read more

Santa Cruz CitySanta Cruz

Bonnie Yates investigated mistreatment, discrimination, child abuse, and illegal actions against my kid’s right of receiving Free Appropriate Public Education. We settled with the district.

Redondo Beach Unified School DistrictCA

If you are tired of being pushed around by a district and your kid is suffering, David’s your guy. I could have said this in a more eloquent and less abrupt fashion, we have been through so much with SJUSD and were relieved that we were able to come to a satisfactory ending. Thanks again David!

San Jose, CA

Amanda was an excellent guide down an intimidating path to secure an appropriate level of educational support for our child.
We could not have navigated this process without her.
Amanda was patient, thorough, and we always knew that she had our best interest as her top priority.
We are so grateful.

Burlingame School DistrictBurlingame, CA

David Tollner has assisted us over the past 8 years as we have untangled many issues with two different school districts in San Mateo County. He is flexible, open minded, professional, efficient and direct while respecting the values and opinions of all parties involved. Highly recommend him if you are dealing with a contentious situation.

San Mateo, CA

Bonnie,
You are the best. Looking back on 2020, I am very grateful for all you did for our family. The genuine care you have for John is felt by us all the time.
Walking me through this process 3 times now and your winning at every turn has helped us in so many ways. It also allows him not to feel the pressure of knowing his schooling is expensive. With you in charge he knows we will get paid back. Most importantly, you allow John to feel justice is being served for how he was mistreated at scho… Read more

I’ve worked with two lawyers from Tollner Law Offices over the past six years, David Tollner and Bonnie Yates. Both attorneys are top-notch. I have two children who required their services. Both attorneys worked wonderfully with the school districts. They’re both very knowledgable about special education laws and guided my husband and me to get the appropriate accommodations and tuition reimbursement for our children. I feel very lucky to have had the opportunity to work with Tollner Law Offices… Read more

San Mateo-Foster CityFoster City, CA

I had been battling with the school district for years as things progressively got worse over time. I started the journey with a special ed advocate but soon realized I needed to have someone who knew more about the legal aspects of special ed as well as my child’s rights. I was recommended to Tollner by a friend and decided to meet with Amanda O’Neal to discuss our situation. After meeting with her I knew I had to take the next step and work with them. Amanda was the best, she listened with emp… Read more

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