Glossary
Plain-language definitions of autism terms — written by Soira, calm and neurodiversity-affirming.
IEP (Individualised Education Plan)
A written plan agreed between a school and a family that sets out the supports, goals, and accommodations for a child who needs them. Names differ by country (in Malaysia, similar plans exist in some inclusive-education settings).
Accommodation
A change to how a child accesses the same learning — extra time on tests, a quiet space for breaks, instructions in writing as well as out loud. Accommodations are about equity (giving each child what they need), not advantage.
Inclusion
Educating disabled and non-disabled children together with the supports each needs. Inclusion is a stance, not a single setting — done well it benefits both the autistic child and their classmates.
504 plan
A US accommodation plan under Section 504 of the Rehabilitation Act for students who need supports but not specialised instruction. A 504 plan is lighter-touch than an IEP — fewer goals, more about access (extra time, a quiet space, breaks). Names and rules differ by country.
EHCP (Education, Health and Care Plan)
A legal document in England for children and young people up to age 25 who need more support than a school can provide on its own. The EHCP sets out the child's needs, the agreed support, and outcomes. Wales, Scotland, and Northern Ireland have similar but different documents.
Shadow aide
A one-to-one support person who works alongside an autistic child in a mainstream classroom — common in parts of Southeast Asia. Done well, a shadow aide fades out support as the child gains skills; done poorly, the aide becomes a barrier between the child and peers. The match matters.
Universal Design for Learning (UDL)
An approach to teaching that builds in flexibility from the start — multiple ways to take in information, multiple ways to show what you know. UDL benefits autistic and non-autistic students alike; it is the opposite of accommodating one student at a time.