This paper describes the application of a risk-based decision-making process in education and the use of risk communication with special education students and their parents. Risk-based decision making clarifies uncertainties inherent in a decision by examining the probability of a resulting harmful effect and the consequences of decisions made. Risk communication is aimed at reducing student chances for being at risk and increasing opportunities for educational success. Risk-based decision making can be applied to education through the formulation of the Individualized Education Plan (IEP), which involves: (1) referring students with learning, emotional, or physical disabilities, or other impediments to learning; (2) student evaluation by one or more professionals to determine the extent of the problem; (3) determining possible outcomes if the student continues without intervention; (4) evaluating and selecting risk-reducing alternatives; (5) implementing actions that manage and reduce risks and improve the chances for student success; and (6) communication of risk analysis information between analyzers and students and parents. To be successful, risk communication must address psychological, socioeconomic, and cultural factors that influence the perceptions of students and parents. Improving risk communication during an IEP conference involves imparting information clearly and with compassion, using nonthreatening body language, making parents equal partners in the education of students, and evaluating the success of communication by measuring parent satisfaction. (Contains three references.) (LP)