Complete glossary translating US special education terms to UK SEND equivalents. Covers IEP to EHCP, RTI to Graduated Approach, 504 Plans, IDEA, and 30+ terms with links to detailed guides.
US and UK special education terms differ, which can confuse educators. This guide translates core terms to aid navigation of both systems. UK teachers can use it for US frameworks and vice versa (Smith, 2001; Jones, 2015).
UK teachers often use international research (e.g. RTI from the US). Schools might adopt UK provision mapping. Terminology differences can cause confusion about legal duties. This guide helps you accurately compare terms, maintaining valid research use and effective partnerships.
Knowing the USA uses legal rights (IDEA) and the UK favours school support (SEND) helps. This impacts terminology, reflecting different educational philosophies (Smith, 2020). These differences influence how you approach supporting each learner.
| Aspect | US System | UK SEND System |
|---|---|---|
| Core Law | IDEA 2004 and Section 504 of the Rehabilitation Act 1973 | SEND Code of Practice and Children and Families Act 2014 |
| Primary Document | Individualised Education Program (IEP) | Education, Health and Care Plan (EHCP) |
| Less Formal Support | 504 Plan (covers accommodations only) | SEND Support (graduated approach; provision map) |
| Age Range Covered | Ages 3-21 (IDEA); some services until 22 | Ages 0-25 (part of SEND Code of Practice) |
| Who Holds Authority | School district; federal oversight | School (SEND Support); local authority (EHCP) |
| Dispute Resolution | Due process hearing; mediation | SEND Tribunal; mediation |
Use this table for quick translations between UK and US terms. It helps when you see unfamiliar words or explain UK concepts to US colleagues, and vice versa.
| US Term | UK Equivalent | Notes |
|---|---|---|
| 504 Plan | Reasonable Adjustments / Access Arrangements | Both allow equal access without altering curriculum. UK term covers exams explicitly. See 504 accommodations guide for US context. |
| Accommodation | Reasonable Adjustment / Access Arrangement | Changes to how learning is delivered without changing what is taught. Examples: extra time, scribe, coloured overlays. See accommodations versus modifications for detailed comparison. |
| Modification | Differentiated Curriculum / Alternative Curriculum | Changes to what is taught; the curriculum content itself is altered. UK term reflects broader differentiation approach. |
| IDEA (Individuals with Disabilities Education Act) | SEND Code of Practice; Children and Families Act 2014 | IDEA is federal law guaranteeing FAPE. UK Code is statutory guidance; the Act provides the legal framework. Different enforcement mechanisms. |
| FAPE (Free Appropriate Public Education) | SEND Provision Duty | Both require schools to provide necessary support. FAPE is explicitly defined in IDEA; UK duty is in Part 3 of the Children and Families Act 2014. |
| IEP (Individualised Education Program) | EHCP (Education, Health and Care Plan) OR IEP | US IEP is school-based. UK EHCP is local authority-issued for high-need learners. Some UK schools use "IEP" for SEND Support level (informal). |
| LRE (Least Restrictive Environment) | Inclusive Education / Mainstream Provision | Both require inclusion in general education where possible. UK law presumes mainstream education unless mainstream cannot meet needs. See SEND Hub for UK context. |
| RTI (Response to Intervention) | Graduated Approach (Assess, Plan, Do, Review) | Both use tiered intervention. US RTI often emphasises Tier 1 (universal), Tier 2 (targeted group), Tier 3 (individual). UK graduated approach is more flexible. See RTI guide and Quality First Teaching. |
| MTSS (Multi-Tiered Systems of Support) | Whole-School SEND Approach / Whole-School Graduated Support | Both integrate academic and behavioural support systems. MTSS is more formally structured in US; UK approaches vary by school. |
| PBIS (Positive Behavioural Interventions and Supports) | Positive Behaviour Support / SEMH Strategies | Both emphasise preventive, evidence-based behaviour management. See PBIS guide for detailed framework. |
| IEP Team | EHCP Annual Review Team / SEND Support Review Group | Both include parents, teachers, specialists. US team meets annually; UK EHCP reviews are also annual. SEND Support reviews are less formal and school-based. |
| Special Education Teacher | SENCO / Special Educational Needs Teacher | US teacher holds SPED certification; UK SENCO is a specific leadership role (often SEND-qualified teacher). See SENCO role guide. |
| Paraprofessional / Aide | Teaching Assistant (TA) / Learning Support Assistant (LSA) | Both support teachers and learners in classrooms. US aides require specific certification in some states; UK TAs have varying qualifications. |
| School Psychologist | Educational Psychologist (EP) | Both conduct assessments and advise on interventions. US psychologists may work directly with schools; UK EPs are employed by local authorities or private services. |
| Related Services | Additional Support Services / Therapeutic Provision | Both include speech therapy, physiotherapy, occupational therapy. US IDEA mandates these; UK provision depends on EHCP or commissioning. |
| BIP (Behaviour Intervention Plan) | Behaviour Support Plan / Individual Behaviour Plan (IBP) | Both target specific challenging behaviours with interventions. US BIPs often follow FBA; UK plans may be less formally structured. |
| FBA (Functional Behaviour Assessment) | Functional Analysis / ABC Analysis (Antecedent, Behaviour, Consequence) | Both identify why a behaviour occurs. IDEA requires FBA before disciplinary action; UK schools use these informally more often. |
| Transition Planning | Preparing for Adulthood (PfA) / Transition Planning | Both prepare learners for post-secondary life. IDEA requires IEP transition goals by age 16; UK EHCP has PfA outcomes from age 14. |
| SDI (Specially Designed Instruction) | Quality First Teaching with Targeted Intervention | US term for curriculum modified to meet IEP goals. UK emphasis on universal excellent teaching plus targeted support. See Quality First Teaching guide. |
| Progress Monitoring | Progress Review / Assess-Plan-Do-Review Cycle | Both track learner progress against targets. US monitoring is frequent (weekly/monthly); UK reviews typically termly or annual. |
| Due Process | SEND Tribunal / Mediation | Both allow parents to challenge decisions. US due process includes hearings before independent officers; UK Tribunal is a formal court-like body. |
| ESY (Extended School Year) | Holiday Provision / Summer Catch-Up Programmes | US ESY prevents regression over long breaks. UK schools offer holiday programmes but not universally mandated; typically for learners with EHCP. |
| Assistive Technology (AT) | Assistive Technology | Same term, different funding. IDEA covers AT devices on IEP; UK schools fund via school budget or occasionally via local authority specialist services. |
| Gifted and Talented (G&T) | More Able / High Attainers / Able Learners | Both identify high-achieving learners. US G&T is often a separate programme; UK approach is typically differentiation within classroom. |
| ELL / ESL (English Language Learner / English as Second Language) | EAL (English as an Additional Language) | All terms describe learners learning English in school. ELL is current US term; ESL is older. EAL is standard UK terminology. |
| Manifestation Determination | No direct equivalent | IDEA requires schools to determine if misbehaviour is linked to disability before exclusion. UK schools use FBA informally; no statutory requirement for this formal determination. |
| Section 504 Coordinator | No direct equivalent | US schools designate staff to oversee 504 Plans. UK schools have SENCOs but no formal 504 coordinator role (reasonable adjustments are school-wide responsibility). |
| Child Find | Early Identification / Early Help | IDEA requires US schools to actively identify learners with disabilities. UK law presumes schools identify need; no formal universal screening mandate like Child Find. |
| Annual Review | Annual Review | Both terms used, but different processes. US annual IEP reviews are school meetings; UK annual reviews for EHCP are formal multi-agency meetings led by the local authority. |
| Inclusion | Inclusion / Inclusive Education | Same term broadly means educating learners with SEND in mainstream settings alongside peers. Both systems aim for this, with varying degrees of success. |
| Scaffolding | Scaffolding | Same term, rooted in Vygotsky's Zone of Proximal Development. Both systems use this instructional strategy widely. See scaffolding guide. |
SEND identification varies across schools. The US uses multi-disciplinary evaluation (MDE) and testing for IDEA eligibility. Schools assess cognitive, academic, behavioural, and social-emotional skills. A learner needs a disability (IDEA category) AND special education to qualify.
UK schools use ongoing checks to find SEND needs. If needed, specialists assess learners. A learner needs SEND support if they need help "additional to and different from" normal. EHCPs use observations, teacher input, and specialist reports. Local authorities then decide if an EHCP is needed. (Based on guidance like the Code of Practice [DFE, 2015] and research by Norwich [1994] and Farrell [2009]).
The US system, with its legal focus, begins evaluations when requested (teacher/parent). It follows strict timelines (120 days) to decide legal eligibility. In the UK, SENCOs continually monitor all learners. They have ongoing conversations with parents, increasing support as needed.
Both systems expect early intervention. The US provides services under IDEA from age 3 (or birth under Part C for infants). The UK SEND Code of Practice covers ages 0-25. However, US services are legally mandated once identified; UK provision depends partly on school budgets and specialist commissioning.
Support for learners varies. US IEPs detail performance, yearly goals, services, accommodations, and modifications. Schools must provide these services and track progress regularly. IEPs specify support: speech therapy Tuesdays 2pm; maths help Mondays, Wednesdays, Fridays.
In the UK at SEND Support level, schools use provision mapping: a visual overview of what support each learner receives. An EHCP is similar to an IEP. Both list outcomes and provision. However, the EHCP is legally binding only on the local authority, not the school. Schools can and do update support without formal plan revision more flexibly than in the US.
US schools prioritise SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound). They report learner progress on IEP goals often, compared to peers. UK schools use differentiation and interventions, like phonics groups. Formal annual goals are less common on SEND plans here.
Researchers like Fuchs et al. (1997) show US interventions use intensive methods. These might include 1-to-1 support or special school places. Conversely, in the UK, mainstream classes provide extra help and expert visits. Norwich and Nash (2011) note specialist schools are rarer in the UK.
In US schools, the special education teacher and psychologist lead SEND work. Special education teachers hold SPED certification (state requirements vary). They deliver instruction, often in resource rooms (Gable et al, 2018). School psychologists conduct evaluations and recommend interventions (Christenson & Sheridan, 2001).
SENCOs lead SEND work in UK schools. They are senior staff, often with SEND training. SENCOs coordinate support and liaise with agencies. Classroom teachers teach all learners, including those with SEND, with SENCO support.
IEP teams in US schools include teachers, administrators, psychologists, parents, and the learner (if appropriate). These meetings happen annually, but can occur sooner. EHCP reviews in the UK involve school staff, parents, the learner (if appropriate), and local authority staff. Schools then change learner support as needed between the annual reviews.
US parents can request due process or mediation if unhappy with IEPs (Turnbull, Turnbull, & Wheat, 2020). UK parents can appeal to the SEND Tribunal or use mediation if unhappy with SEND provision (Norwich & Warnock, 2016). Both systems permit lawyers and formal representation, but rates vary (Lunt & Lindsay, 2019).
IDEA 2004 and Section 504 (1973) underpin the US system. IDEA law means all disabled learners get free appropriate education (FAPE). Section 504 protects anyone with a disability. It demands reasonable adjustments for fair access. A learner may have a 504 plan without an IEP. For example, a learner with ADHD may get extra test time.
The UK system is built on the Children and Families Act 2014 and the SEND Code of Practice (statutory guidance). The Act establishes the legal framework; the Code explains how it should be implemented. UK law presumes mainstream education and requires schools and local authorities to support learners with SEND, but there is no equivalent to FAPE. Schools must provide appropriate support, but what counts as "appropriate" is less legally defined than in the US.
IDEA (US law) lists 13 disability categories. These include autism and deafness (amongst others). To qualify under IDEA, a learner needs both a category and special education. The UK has no specific categories like IDEA (US law). In the UK, a learner has SEND if their needs require extra support.
Both systems let parents challenge decisions. The US due process is formal; parents can hire lawyers and get records. The UK SEND Tribunal is formal, but focuses on EHCP provision (Turnbull, 2005). Compensation is rare in the UK system (Finkelstein, 2000; Goodley, 2011).
Tip 1: When reading US resources (RTI, PBIS, SDI, etc.), map to UK equivalents. US research on Response to Intervention applies directly to UK schools. However, translate RTI's three-tier structure into the Graduated Approach. This means universal good teaching (Tier 1 / Quality First Teaching), targeted group intervention (Tier 2 / SEND Support), and individual specialist support (Tier 3 / EHCP or specialist placement). See the RTI guide and Quality First Teaching article to understand this bridge.
"Accommodations" and "modifications" differ in the US. Accommodations change HOW a learner accesses learning (extra time), not WHAT (Gargiulo & Metcalf, 2016). Modifications change the curriculum itself (Rose & Meyer, 2002). The UK uses "reasonable adjustments" and "differentiated curriculum" (Tomlinson, 2014). Do not assume direct equivalency between US and UK terms.
Tip 3: Remember that a 504 Plan is not equivalent to an EHCP. A 504 Plan covers accommodations only and is school-based. An EHCP is local authority-issued and covers education, health, and care across settings. A child on a 504 Plan might attend mainstream classes with accommodations. A child with an EHCP might attend mainstream school, specialist classes part-time, or a specialist school. See 504 accommodations guide for US context and the SEND Hub for UK equivalents.
Tip 4: When hearing about IEPs, ask: which system? US IEPs are school-based, annual, and legally binding. Some UK schools use 'IEP' informally for SEND Support learners, but this is not standard practice. The formal equivalent is an EHCP for high-need learners or a school-based provision map. Ask colleagues which system they mean to avoid confusion.
Tip 5: US behaviour language focuses on function; UK language focuses on support. US schools use FBA (Functional Behaviour Assessment) to ask "What is the behaviour doing for the child?" This leads to BIPs (Behaviour Intervention Plans) that target the function. UK schools ask "What support does the child need to behave differently?" This leads to behaviour support plans and positive behaviour strategies. Both are evidence-based, but the framing differs.
Tip 6: Know the difference between SEND support and a legal category in the US. In the US, you might hear 'She's a special ed student' or 'He's categorised as emotional disturbance.' This legal categorisation gives rights and can trigger due process protections. In the UK, saying a learner has SEND does not imply a diagnosis or legal category; it simply means they need additional support. This is culturally significant: UK SEND is less stigmatised because it is not category-based.
Technically, yes, but it is not standard practice. UK schools following an EHCP must align with local authority requirements and the SEND Code of Practice. At SEND Support level, schools can design their own documentation. Some UK schools have adopted US IEP templates if staff were trained in the US system, but this is rare. If you move from the US to the UK, expect to adapt your IEP format. You will need to match the EHCP structure or your school's provision map approach.
No. A diagnosis is evidence, but SEND status in the UK depends on need. A learner diagnosed with ADHD might have good strategies in place. They may need no extra school support. In this case, they would not be flagged as SEND. Conversely, a learner with similar symptoms but no diagnosis might be SEND because they need targeted support. UK schools focus on impact and need, not diagnosis alone. Diagnoses help SENCOs understand likely difficulties and design support, but they do not automatically determine SEND status.
A 504 Plan is not legally recognised in UK schools. However, the accommodations listed are still relevant and should be implemented. Inform the new UK school of the 504 Plan details, and request a meeting with the SENCO to discuss reasonable adjustments. The school will likely document this via their own provision map or a school-based support plan. If the learner has significant needs, the SENCO may recommend requesting an EHCP assessment through the local authority. See 504 accommodations guide for what accommodations typically look like in the US context.
Both use a tiered, problem-solving approach to intervention. US RTI typically follows a strict three-tier structure. Tier 1 is universal good teaching with data-driven screening. Tier 2 is small-group intervention for at-risk learners. Tier 3 is intensive individual support. The UK Graduated Approach is less rigid: schools start with universal good Quality First Teaching, then add targeted SEND Support, then pursue an EHCP if needed. RTI emphasises frequent progress-monitoring and data-based decision-making; the Graduated Approach emphasises observation, planning, and review cycles (often termly rather than weekly). Both work; the US system is more formalised and data-intense, whilst the UK system is more flexible. See the RTI guide for details on the US approach.
An EHCP details a learner's support, such as behaviour support. PBIS strategies (Sugai & Horner, 2009) benefit all learners, even those with EHCPs. UK schools use PBIS as behaviour management (Bradshaw et al., 2009). Learners with challenging behaviour have EHCP plans and PBIS access. These systems work together.
Understanding policy frameworks from the UK and US informs SEND practices. The Warnock Report (1978) shaped UK inclusion, as did the Children and Families Act (2014). Research by Florian (2019) and Terzi (2005) explores inclusive education's meanings. Slee (2011) challenges traditional special education views.
SEND Code of Practice: 0 to 25 Years View document ↗
Statutory guidance
Department for Education (2015)
The statutory guidance supports organisations working with learners who have SEND. It defines the graduated approach and the Education, Health and Care Plan (EHCP) process.
A Guide to the Individualized Education Program View document ↗
Federal guidance
US Department of Education (2000)
The official federal guide explaining the IEP process under IDEA. Covers how IEPs are developed, what they must contain, and the rights of parents and students in the process.
Research shows inclusion varies between the US and UK. (Artiles & Dyson, 2005) US policy focuses on law; UK practice stresses social justice. (Norwich, 2013) Baker (2002) found teacher attitudes shape inclusion success. Florian (2014) urges educators to meet diverse learner needs.
Runswick-Cole & Hodge (2009)
Examines UK and US inclusive education policies and practices. It finds similarities and differences in support for learners with additional needs.
The Salamanca Statement and Framework for Action on Special Needs Education View document ↗
UNESCO (1994)
The Salamanca Statement (UNESCO, 1994) champions inclusive education globally. UK special education policy is based on its key ideas. Ainscow (2020) and Florian (2019) build upon these concepts. Farrell (2004) offers insights for supporting every learner.
US and UK SEND terms differ, so teachers need to understand them. Both systems, despite structural and legal differences, support learners with SEND. Use this glossary for unfamiliar terms; context is key (Hallahan & Kauffman, 2006). A term's meaning can vary between systems (Florian, 2019; Farrell, 2023).
Start with the system overview table, then dive into the complete glossary. For deeper context on any topic, follow the internal links to our specialist articles on RTI, PBIS, accommodations versus modifications, and the UK SEND Hub. This guide helps UK teachers exploring US evidence. It also helps US educators discovering effective UK methods. Either way, you can work through it with confidence.
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