Frequently Asked Questions

An IEP (Individualized Education Program) is a legal document created for each child who qualifies for special education services.

It is designed to meet the unique needs of the individual child and outlines their specific learning goals, supports, and services. The IEP is developed by a team that may include educators, specialists, and the child’s family, and is reviewed regularly to track progress and make updates as needed.

At its core, an IEP ensures that each child receives the personalized support they need to succeed.

An IEP is made up of several important components that work together to support a child’s learning and development. These typically include:

• Eligibility Statement
• Present Levels of Performance
• Annual Goals and Objectives
• Program Options, Services, and Instruction
• Accommodations and Modifications
• Participation in General Education
• Behavior Support Plan (if needed)

An IEP may also include additional details and supports based on the individual needs of the child. Each plan is fully personalized and designed to help ensure meaningful progress and success.

IDEA stands for the Individuals with Disabilities Education Act, a federal law that ensures children with disabilities receive appropriate educational services.

Originally established as Public Law 94-142 (1975) and later updated and renamed IDEA, this law guarantees that all eligible children receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)—meaning students should be educated alongside their peers whenever appropriate.

IDEA is divided into two main parts:

• Part B: Services for children and youth ages 3–21
• Part C: Early intervention services for infants and toddlers birth–2 years old

The law has been reauthorized several times, with a major update in 2004 that strengthened requirements around accountability, parental involvement, and student outcomes.

At its core, IDEA ensures that children with disabilities are provided with the support, services, and protections they need to access a meaningful education.

Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental difference that affects how a person communicates, interacts with others, learns, and experiences the world.

It is called a “spectrum” because autistic individuals have a wide range of strengths, challenges, and support needs. No two autistic individuals are the same, and support may look very different from person to person.

Autism is generally characterized by differences in two main areas:

• Social communication and interaction
• Repetitive behaviors and restricted interests or patterns

These characteristics may present in many different ways, including differences in language development, social understanding, sensory processing, and behavior.

Key Things to Know About Autism

• Autism is a lifelong neurological difference, not an illness or something that needs to be “cured.”
• Signs typically appear in early childhood, though they may be recognized later depending on the individual.
• Support needs can range from minimal to significant and may change over time.
• Many autistic individuals also have unique strengths, including attention to detail, memory skills, creativity, and deep focus in areas of interest.

How Autism is Diagnosed

Autism is diagnosed by qualified professionals using criteria outlined in the DSM-5-TR (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, Text Revision) published by the American Psychiatric Association.

The current diagnostic framework (updated in DSM-5 and refined in DSM-5-TR) combines previous subtypes (such as Asperger’s Syndrome) into a single diagnosis: Autism Spectrum Disorder (ASD).

Learn More

For more information about autism, visit:

• https://www.cdc.gov/autism/
• https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd

Down syndrome is a genetic condition caused by the presence of an extra copy of chromosome 21 (also called Trisomy 21). This extra genetic material affects how the body and brain develop, leading to differences in physical features, learning, and development.

Individuals with Down syndrome typically experience mild to moderate intellectual and developmental delays, but each person is unique and will have their own strengths, abilities, and support needs.

Common Characteristics and Associated Conditions

People with Down syndrome may have some common physical and developmental traits, such as:

• Low muscle tone (hypotonia)
• Distinct facial features (which may include almond-shaped eyes and a flatter facial profile)
• Delays in speech and language development
• Delays in cognitive and motor development

Some individuals may also have associated medical conditions, including:

• Congenital heart conditions (present in some individuals at birth)
• Hearing or vision differences
• Thyroid conditions
• Sleep apnea
• Increased risk for certain infections or respiratory issues

It is important to remember that not every individual will experience all of these conditions, and many lead full, healthy, and active lives with appropriate support.

Support and Development

With early intervention, educational supports, and medical care, individuals with Down syndrome can develop important life, communication, and academic skills. Many attend school, participate in their communities, and build meaningful relationships and independence.

Learn More

For more information, visit:

• https://www.cdc.gov/ncbddd/birthdefects/downsyndrome.html
• https://www.ndss.org

An intellectual disability is a neurodevelopmental condition characterized by differences in intellectual functioning and adaptive skills (everyday life skills needed to communicate, learn, and live independently).

These differences begin during childhood and affect how a person learns, solves problems, communicates, and manages daily activities.

How Intellectual Disability is Defined

Professionals typically diagnose an intellectual disability based on:

• Differences in intellectual functioning (reasoning, learning, problem-solving)
• Significant challenges in adaptive behavior, such as communication, social skills, and independent living skills
• Onset during the developmental period (before age 18)

Diagnosis is based on comprehensive assessment, not just IQ alone.

Common Areas of Support Needs

Individuals with intellectual disabilities may experience differences in:

• Speech and language development
• Academic learning pace and comprehension
• Social skills and peer interactions
• Daily living skills (such as self-care and organization)
• Fine and gross motor development (in some cases)

Support needs vary widely, some individuals may need minimal assistance, while others may require more structured, ongoing support.

Support and Inclusion

With the right supports, individuals with intellectual disabilities can learn, grow, and participate meaningfully in school, work, and community life. Early intervention, individualized education, and consistent support can make a significant difference in outcomes.

Learn More

For more information, visit:

• https://www.cdc.gov/ncbddd/developmentaldisabilities/index.html
• https://www.aaidd.org/intellectual-disability/definition
• https://www.nichd.nih.gov/health/topics/idds

A learning disability is a neurological difference that affects how a person receives, processes, stores, or responds to information. It can impact one or more areas of learning, even when overall intelligence is average or above average.

Learning disabilities are lifelong, but with the right supports and strategies, individuals can be very successful in school, work, and daily life.

Common Areas Affected

A learning disability may impact skills such as:

• Reading (dyslexia)
• Writing (dysgraphia)
• Math (dyscalculia)
• Reading comprehension
• Spelling and written expression
• Problem-solving and organization
• Time management and executive functioning skills

It’s important to note that learning disabilities can look different from person to person.

Key Characteristics

• Challenges are neurological, not related to effort or intelligence
• Skills may be inconsistent (strong performance in some areas, difficulty in others)
• Difficulties may become more noticeable as academic demands increase
• With support, individuals can develop effective strategies to learn and succeed

Support and Intervention

Early identification and appropriate interventions, such as individualized instruction, accommodations, and assistive tools, can significantly improve outcomes and help individuals build confidence and independence.

Learn More

For more information, visit: https://ldaamerica.org

A speech or language impairment is a communication disorder that affects how a person speaks, understands language, or uses language to communicate. These difficulties can range from mild to more significant and may impact a child’s ability to participate in learning and social interactions.

Types of Speech and Language Skills

Speech and language impairments may affect one or more of the following areas:

• Expressive language: The ability to use words, sentences, and grammar to share thoughts and ideas
• Receptive language: The ability to understand spoken language, vocabulary, directions, and questions
• Articulation: The ability to correctly produce speech sounds in words and sentences
• Fluency: The smoothness and flow of speech (e.g., stuttering or pauses)
• Voice: Pitch, volume, or quality of speech

What This May Look Like

Children with speech or language impairments may:

• Have difficulty pronouncing words clearly
• Struggle to express thoughts or form sentences
• Have trouble understanding instructions or questions
• Experience interruptions in the flow of speech
• Have voice differences in pitch, volume, or clarity

Support and Intervention

Speech-language therapy and early intervention can significantly support communication development. With the right services and strategies, children can improve their communication skills and build confidence in both academic and social settings.

Learn More

For more information, visit: https://www.asha.org/public/speech/disorders/

If you have concerns about your child’s development, trust your instincts—early support can make a meaningful difference. There are several steps you can take to get guidance and services:

Start with Medical and School Support

• Talk to your child’s pediatrician or doctor
• Speak with your child’s teacher or school staff (such as the school psychologist, counselor, speech therapist, or principal)
• Contact your local school district to request an evaluation for special education services

Request an Evaluation

You can request a comprehensive evaluation through your school district to determine if your child qualifies for early intervention or special education services under an IEP. You do not need a formal diagnosis to request an evaluation. If you have concerns, you have the right to ask for support and begin the process.

Federal law under the Individuals with Disabilities Education Act (IDEA) protects the rights of parents and ensures they are active participants in their child’s special education process.

Key Parent Rights Under IDEA

Notice – You have the right to be informed before the school evaluates your child or makes changes to their special education services or placement.

Consent – You must provide written consent before your child is evaluated for special education services and before services begin.

Evaluation – You have the right to request a comprehensive evaluation to determine your child’s educational needs.

Records Access – You have the right to review and request copies of your child’s educational records at any time.

Confidentiality – Your child’s records are private and can only be shared with authorized school personnel unless you give permission.

Least Restrictive Environment (LRE) – Your child has the right to be educated alongside non-disabled peers to the greatest extent appropriate based on their individual needs.

Due Process – If you disagree with decisions made about your child’s identification, evaluation, placement, or services, you have the right to request a due process hearing to resolve the issue.

Schools are required to provide families with a detailed Procedural Safeguards Notice, which explains these rights in full and outlines the steps available for resolving concerns or disagreements.

IEP meetings are an important opportunity for parents to collaborate with their child’s educational team and help shape their child’s learning plan. Being prepared can help you feel more confident and involved in the process.

Helpful Tips for IEP Meetings

• Write down your questions and concerns ahead of time
• Bring a notebook or device to take notes during the meeting
• Ask for clarification if anything is unclear
• Remember that you are an equal member of your child’s IEP team
• Request a copy of the IEP before agreeing to final decisions
• Follow up after the meeting if you need additional information or support

Helpful Resources

Center for Parent Information and Resources (CPIR) – IEP guidance and parent tools

https://www.parentcenterhub.org/iep/

Below are some commonly used acronyms you may hear in special education and school settings:

Laws & Rights

ADA – Americans with Disabilities Act

IDEA – Individuals with Disabilities Education Act

FAPE – Free Appropriate Public Education

LRE – Least Restrictive Environment

Plans & Evaluations

IEP – Individualized Education Program

IFSP – Individualized Family Service Plan

ITP – Individualized Transition Plan

BIP – Behavior Intervention Plan

BSP – Behavior Support Plan

FBA – Functional Behavior Assessment

Services & Support

ABA – Applied Behavior Analysis

APE – Adaptive Physical Education

AT – Assistive Technology

DIS – Designated Instruction and Services

OT – Occupational Therapy / Occupational Therapist

PT – Physical Therapy / Physical Therapist

SLP – Speech-Language Pathologist

ESY – Extended School Year

RBT – Registered Behavior Technician

BCBA – Board Certified Behavior Analyst

Education & Learning

RTI – Response to Intervention

SLD – Specific Learning Disability

ELL – English Language Learner

ESL – English as a Second Language

LEP – Limited English Proficient

Communication & Behavior

ASL – American Sign Language

PECS – Picture Exchange Communication System

ADD – Attention Deficit Disorder

ADHD – Attention Deficit Hyperactivity Disorder

Other Common Terms

LEA – Local Education Agency

SELPA – Special Education Local Plan Area

ADR – Alternative Dispute Resolution

PDD/NOS – Pervasive Developmental Disorder – Not Otherwise Specified (legacy diagnosis no longer used in DSM-5, now part of Autism Spectrum Disorder)

NCLB – No Child Left Behind (historical legislation, replaced by ESSA – Every Student Succeeds Act)

Understanding these terms can help parents feel more confident and informed when navigating special education services.

Below are helpful resources for families and professionals seeking to learn more about developmental differences, autism, inclusion, and child development.

• Autism & Neurodiversity
  “Ten Things Every Child with Autism Wishes You Knew” – Ellen Notbohm
  A widely shared article offering insight into understanding and supporting autistic individuals.
  https://www.ellennotbohm.com/article-archive/ten-things-every-child-with-autism-wishes-you-knew/Autism Spectrum Disorders A to Z – Barbara Doyle & Emily Iland
  A comprehensive reference guide covering autism-related topics.
  http://www.asdatoz.com/
• Child Development & Milestones
  CDC Developmental Milestones Checklists (Birth–5 years)
  Milestone checklists available in English and Spanish to help parents track early development.
  https://www.cdc.gov/act-early/milestones/?CDC_AAref_Val=https://www.cdc.gov/ncbddd/actearly/milestones/index.html
• Inclusion & Advocacy
  Mental Health Advocacy Services (MHAS)
  A nonprofit organization supporting the legal rights of individuals with mental disabilities.
  https://www.mhas-la.org/

We Rock is intentionally built to be sensory-friendly and inclusive. Our specialized equipment and layout are designed to help children with sensory processing differences, autism, developmental delays, and other needs feel comfortable, confident, and successful while also providing fun and engaging experiences for all kids.

ALL children are welcome! While our gym is built with sensory needs in mind, neurotypical kids also thrive here. We believe every child benefits from play, connection, and movement, and our space is created to support a wide range of ages and abilities.

Our gyms typically include a variety of equipment and play zones designed for sensory input and motor development, such as swings, trampolines, crash pads, climbing structures, and calming spaces. These elements help kids build strength, coordination, confidence, and social interaction skills in a safe environment.

We generally recommend ages 2–12 for our open play sessions. However, if your child or loved one is neurodivergent, there is no strict age limit, they are always welcome! Some of our equipment may have weight limits, but aside from that, our gym is designed to accommodate children of all ages and abilities.

In addition to general open play sessions, we offer birthday parties, seasonal camps, classes, social groups, workshops, and structured programs, all within our inclusive, sensory-friendly environment.

Walk-ins are always welcome, space permitting! For families who plan to visit often, we also offer memberships and play packages that provide extra flexibility and savings.

Yes, parents and/or guardians are required to stay on-site during play sessions to ensure safety and to support their child’s experience. Our staff is trained to supervise and assist.

We take safety and cleanliness very seriously! Our gyms follow rigorous sanitation protocols, including daily equipment cleaning, and spot cleaning between play sessions. Our staff is trained in safety procedures to ensure a secure and healthy environment for all children.

Yes, our team is experienced in creating a supportive environment for all children. We strive to make families feel understood and supported, no matter where they are on their journey.

Inclusive play helps children develop confidence, sensory regulation, motor skills, and social interaction while providing a place where all children, regardless of ability, can feel like they belong. That sense of belonging matters just as much as the physical play!