Glossary of Terms and Definitions
Last updated
Last updated
Adapted with permission from National Coordinating Center Accreditation Workgroup Report (2021) and Association for Advancing Quality in Educator Preparation (2023).
For purposes of this accreditation process, “access” means full participation with individual support.
An official record of actions taken by the Inclusive Higher Education Accreditation Council (IHEAC) on a program’s status. This report is posted publicly on the website.
Determination made by the Inclusive Higher Education Accreditation Council board, based on the 10 Standard Areas, the Self-Study Report, and the Peer Reviewer Report, marking the conclusion of an accreditation review. For more information see
A staff member of the IHEAC designated to facilitate and assist programs through the accreditation review process including the Self-Study and site visit.
An ad-hoc body of interested professionals, parents, and experts in inclusive higher education convened by the Think College National Coordinating Center to develop recommendations for the program accreditation agency (IHEAC) standards, processes, and practices. For more information about the workgroup see
A program’s yearly update to the IHEAC regarding the context and work of relevant programs. The Annual Report addresses how the quality affirmed in the most recent accreditation decision is being maintained or enhanced and what steps programs are taking toward continuous improvement to address improvement opportunities identified in their Self-Study.
A group of college program directors (or representatives) who may decide to participate in a joint monthly check-in call to receive updates, ask questions, and, to the extent desired, provide mutual support and feedback during the accreditation process.
Notation that the IHEAC Board may attach to an accreditation action (decision); a commendation is awarded when evidence shows outstanding performance on one or more aspects of a standard or the full standard.
Notation that the IHEAC Board may attach to an accreditation action (decision); a comment is an observation that gives useful feedback to the program on a finding that is noteworthy but not significant enough to be cited as a commendation or concern.
From the Rehabilitation Act of 1973 (29 U.S.C. 705), for individuals with disabilities. (29 U.S.C. §3102 (11)):
A college student candidate who has successfully finished a program.
From the Higher Education Opportunity Act of 2008 (HEOA):
Notation that the IHEAC Board may attach to an accreditation action (decision); a concern is a shortcoming in relation to one or more aspects of a standard. Evidence regarding progress in addressing concerns must be presented in the program’s Annual Report.
The term “continuous operation” means that the principal educational activities of an institution, for which accreditation or reaccreditation is sought, have proceeded as scheduled without interruption. Exceptions may be recognized after the fact when the interruption is caused by forces of nature, civil disorder, or abrupt and unforeseeable change in law or regulation affecting the institution.
Seven-year award granted by the Inclusive Higher Education Accreditation Council (IHEAC) affirming a program meets the standards.
The guidelines and information that programs must use to prepare and apply for accreditation.
The Higher Education Act of 1965 (HEA; P.L. 89-329) was legislation signed into United States law on November 8, 1965, in order to provide funding to colleges and universities, financial aid to students, and to create a National Teacher Corp. It has been reauthorized eight times, most recently as the Higher Education Opportunity Act of 2008. (HEOA; P.L. 110-315)
From the Developmental Disabilities Assistance and Bill of Rights Act:
From the Higher Education Opportunity Act of 2008 :
A set of online modules designed to help program staff and peer reviewers to develop their understanding of the 10 Program Accreditation Standard Areas and the 38 Program Standards.
A series of virtual meetings conducted by the Peer Review Team based on team members’ individual reading of the program’s Self-Study. The off-site review includes a list of clarifying questions for the program to address prior to or at the beginning of the site visit.
The peer review segment of the accreditation cycle includes off-site and on-site reviews and culminates in a Peer Reviewer Report submitted electronically to the IHEAC.
A trained volunteer who serves as a peer reviewer on a Peer Review Team in off-site and on-site components of the accreditation review process. The reviewer has relevant experience (in a role such as a past or current program director or other as appropriate to the programs seeking accreditation) and familiarity with the program and its completers.
A group consisting of trained peer reviewers who conduct a review. Teams include reviewers who fill the role of a team lead and a local practitioner nominated by the program. The size of the team is based on the size and complexity of the program(s) under review. A typical team consists of 3–5 individuals.
Report authored by reviewers summarizing the team’s findings during the site visit. The team shares a draft of the report with the program for factual review and correction; the final report is shared with both the program and the IHEAC Board.
A prospective member of the Peer Review Team who observes a team’s work throughout an accreditation review. Like any site visit observer, this individual participates only with the permission of the host program.
Person-centered planning is used to develop and monitor the attainment of student goals based on the student’s vision for their future. The student-focused plan is developed at the beginning of their educational experience and is updated throughout their postsecondary education. 
Students control who participates in their planning activities and students’ interests, preferences, desires, and short and long-term goals are evident in: 
• Course selection
• Career development experiences
• Campus activities
• Social connections
• Housing
• Student planning involves family input when desired by the student.
A student-focused process is used (e.g., STAR, PATH, Lifecourse) and documented.
Accreditation activities that are conducted by the program prior to officially applying to the IHEAC to become accredited.
Tools that programs complete as a self-assessment prior to applying to become accredited.
Three-year accreditation term granted by the IHEAC Board that affirms a program provisionally meets all 10 standard areas.
A set of academic courses and experiences required by an accredited university or college that leads to a university-approved credential.
A standard format for reporting a program’s specific enrollment and student completion information. This table is included in the Accreditation Proposal, Self-Study, Peer Review Report, Annual Report, and Accreditation Action Report. A template for the table is available on the IHEAC website along with sample entries.
Federal definition of SAP:
Self-study document presenting evidence that a program meets the standards. The report includes an overview of the program’s scope and context, evidence to support the claim that each of the 10 standard areas is met, and designated appendices.
An IHEAC staff member assigned to a particular review to support the Peer Review Team and program throughout the process. The site visit liaison observes the virtual off-site review meetings and the exit meeting (conducted at the end of the site visit) for consistency.
An individual granted permission by a program to attend the on-site review.
From HEOA:
The HEOA regulations, under Authority: 20 U.S.C. 1088, 1099c, 1141) PART 668—STUDENT ASSISTANCE GENERAL PROVISIONS, §668.233 Student eligibility, describe the responsibility of the institution in determining if the student is, or was, eligible for special education and related services under IDEA, and how to determine if the student has an intellectual disability if the student was not so identified under IDEA:
In the discussion section of the regulations, further clarification is provided:
Feedback collected from the public and various stakeholders about a program 4–6 months prior to the site visit that becomes part of the program’s accreditation review.
Online professional learning provided to prepare volunteers consistently for the Peer Reviewer role.
From the Higher Education Opportunity Act of 2008:
The decision-making body of the program accreditation agency, the Inclusive Higher Education Accreditation Council. Determines the accreditation status of a program based on an accreditation review. For more information see
A program accreditation agency established in March 2023 as a nonprofit entity with the mission of increasing quality and accrediting programs for students with intellectual disability located at IHEs as defined above. For more information see
An “inclusive program of study” refers to the courses, expectations, and requirements needed for program completion. It must meet the HEA requirements for a Comprehensive Transition Program, including meeting the definition of a student with an intellectual disability. (See .) An individual student’s course of study within the program will be determined through a person-centered plan.
A list of 10 Program Standard Areas (38 Program Standards) that programs use to demonstrate the quality of their program. The full list of the program standards along with the guidance and evidence required may be found in of this guide.