GLOSSARY OF TERMS
Academic Achievement
A student’s level of performance in basic school subjects measured either formally (published tests that have been researched) or informally (teacher-made tests).
Accommodation
Generally, an adaptation or modification that enables a student with a disability to participate in educational programming.
Accommodation Plan
A written plan for a student receiving services under Section 504, similar to an individualized education program (IEP), that is, individualized to meet the needs of a particular student and setting forth the components of the free appropriate public education (FAPE) to be provided with sufficient detail and specificity for planning purposes.
Adaptive Behavior
A student’s ability to perform the social roles appropriate for his or her age and gender in a manner which meets the expectations of their home, culture, school, and neighborhood, and other groups in which he or she participates.
Adaptive Skill Areas
Daily living skills needed to function adequately in community, consisting of:
a. communication
b. self-care skills
c. home living
d. social skills
e. leisure
f. health and safety
g. self-direction
h. functional academics
i. community use
j. work
Advocate
An individual who is not an attorney, but who assists parents and children in their dealings with school districts regarding the children's special education programs.
Alternate Assessment
A tool used for students with disabilities who cannot take standardized exams. The alternate assessment methods to be used are usually specified in IEPs.
Anecdotal Record
A written account of a child’s behavior; an objective (actual observation of something real, not an opinion) narrative description.
Annual Goal
A general statement of the intention to overcome a deficit in a specific area. It is based on a need identified through an evaluation process.
Applied Behavior Analysis (ABA)
An evidence based, best practice treatment approach that uses a series of trials to shape a desired behavior or response. Skills are broken down into their simplest components and then taught to the individual through a system of reinforcement.
Appropriate Education
Requires schools to provide individually tailored education for each student based on an evaluation and augmented by related or supplementary services.
Articulation
The production of distinct language sounds by vocal chords.
Asperger’s Syndrome
A disorder on the autism spectrum that involved delays in the development of basic skills, including socializing, coordination, and the ability to communicate.
Assessment
Specific features used to gather information and can include formal and informal tests, student records, work products, and observations of students in the classroom, other school environments, and the community.
Assistive Technology Device
Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
Assistive Technology Service
Any service that directly assists an individual with a disability to select, acquire, or use an assistive technology device.
At Risk
Usually refers to infants or children with a high potential for experiencing future medical or learning problems.
Attention Deficit Disorder (ADD)
Children diagnosed with attention deficit disorder tend to have problems staying on task and focusing on conversations or activities.
Attention-Deficit/Hyperactivity Disorder (ADHD)
A psychiatric classification used to describe individuals who exhibit poor attention, distractibility, impulsivity, and hyperactivity.
Attention Span
The extent to which a person can purposely focus his attention on things or activities.
Autism
A developmental disability affecting verbal and nonverbal communication and social interactions that is often observed before age three. It is part of a group of disorders known as autism spectrum disorders (ASD). These disorders are often characterized by impaired communication skills and social abilities, and by repetitive behaviors. Symptoms can range, along a spectrum, from mild to severe.
Autism Spectrum Disorders
A term that encompasses autism and similar disorders. More specifically, the following five disorders listed in the DSM-IV: Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder - Not Otherwise Specified, Childhood Disintegrative Disorder, and Retts Disorder.
Baseline Data
Data that reflect the level and frequency of behavior prior to beginning an intervention.
Behavior Intervention Plan
Integrating strategies for teaching and maintaining adaptive behavior and reducing or eliminating problem behaviors.
Behavior Modification
The shaping of behavior through a planned method of principles of learning in a controlled learning environment to minimize or eliminate the negative behavior and emphasize and reinforce positive behavior.
Behavioral Therapy
The systematic application of behavioral theory, using conditioning and reinforcements, to treat a disorder.
Change of Placement
A change of placement occurs anytime a student us, for disciplinary reasons, removed from the placement identified on his or her IEP for more than 10 days. A change of placement may also occur if the IEP team meets and decides that services should be provided in a different location. It is not a change of placement if the school moves the student from one general education classroom to another or from one resource room to another.
Community-Based
A standard by which special education services may be judged. Skills are taught at varied locations in the community rather than in the classroom in order to facilitate generalization and application.
Consent
A written agreement to carry out an activity after being fully informed in one’s native language of all information related to the activity.
Continuum of Services
The range of serves which must be available to the students of a school district so that they may be served in the least restrictive environment. The IEP team must have the opportunity to consider placement in the general education classroom, special education classroom, home or hospital setting with whatever supports or services that are necessary.
Cumulative File
The records maintained by the local school district for any child enrolled in school. The file may contain evaluations and information about a child’s disability and placement. It also contains grades and results of standardized assessments. Parents have the right to inspect these files at any time.
Curriculum
Series of courses offered and/or required in school. The curriculum for students with a disability detailing what student should learn, when they should learn it, and how they should be taught is part of the IEP.
Curriculum-Based Assessment
A methodology of increasing importance in special education in which a child's progress in the curriculum is measured at frequent intervals.
Developmental Delay
A delay in the area of cognition, socialization, independent functioning, communication, or motor skills resulting in a child having more difficulty in acquiring skills than his or her typical age peers.
Developmental Disability (DD)
A severe and chronic mental or physical impairment which developed before age 22 and limits several major life activities.
Developmental Milestone
The acquisition of a skill that is associated with a certain age, such as smiling or saying first word. While each child develops differently, some differences may indicate a slight delay or a warning sign for greater concern.
Developmental Screening Tests
A tools used to identify disabilities, sensory impairments (ex: near sightedness or reduced hearing), or behavioral and developmental disabilities. A screening is not the same as an assessment or evaluation.
Diagnosis
Refers to the specific disorder(s) identified as a result of some evaluation.
Disability
A physical, sensory, cognitive, or affective impairment that causes the student to need special education and relates services.
Due Process
A legal procedure guaranteeing a meaningful opportunity to challenge a government action. In special education, this assures parents and children a hearing before placement or reassignment in special education.
Early Childhood Education
Instruction or intervention that precedes traditional schooling to aid the educational success of children who have been identified as having a disability or being at-risk.
Early Intervention
Programs for developmentally delayed infants and toddlers through 35 months of age that are designed to help prevent problems as the child matures.
Eligibility
The determination of whether or not a child qualifies to receive special education services based on meeting the disability criteria established by the State Board of Education under the Individuals with Disabilities Education Act.
Emotional Disorders
In connection with educational programming needs, generally understood as a school-related emotional problem, such as withdrawal, depression, low self esteem, excessive anxiety, and somatic complaints impacting interpersonal and social skills.
Enrichment
Providing a child with extra and more complex learning experiences than those normally presented in the curriculum.
Epilepsy
A chronic condition of the central nervous system which is characterized by periodic seizures, convulsions of the muscles, and with more severe episodes, loss of consciousness.
Evaluation
Refers to the interpretation of information secured through assessment.
Exceptional Children
Children whose school performance shows significant difference between ability and achievement of typical children their age and as a result require special instruction, assistance, and/or equipment.
Expressive Language
The ability to turn thoughts and feelings into words, writing, or gestures.
Extended School Day
A provision for special education students to receive instruction for a period longer than the standard school day.
Extended School Year
Special education and relates services provided to students qualified for special education outside of the normal school year to ensure the student continues his or her educational progress.
Extracurricular Activities
Programs sponsored by a school district that are not part of the required curriculum but are instead offered to further the interests and abilities of students.
Family Education Rights and Privacy Act (FERPA)
Federal law protecting the privacy of students and parents by requiring that personally identifiable information about a student contained in school records must be kept confidential unless parents give consent to release.
Fine Motor
Refers to coordination of small muscles in a purposeful manner, such as writing, typing, etc.
Free Appropriate Public Education (FAPE)
A key requirement of IDEA which requires an educational program for all children with no cost to parents in the most normal setting possible.
Functional Behavior Assessment
The process for gathering information that can be used to build effective behavioral support plans. An assessment is complete when three main outcomes can be accomplished:
1. Description of the undesirable behavior(s)
2. Prediction of the times and situation when the undesirable behavior(s) will and will not occur across the full range of typical daily routines
3. Definition of the function(s) that the undesirable behavior produces for the student with a disability
Functional Curriculum
Focuses on “student centered” rather than “content centered” activities. Skills are taught relating to individual students’ needs, build on real life experiences (for example, the focus of building basic math skills is on balancing a checkbook and following a recipe), and empathize problem solving and generalization of skills. Skills training is individualized and specific. Small groups are sued when skills common to several individuals are addresses, particularly in social, recreational, and leisure areas. Activities focus on practical, everyday, hands on experiences.
Gross Motor Development
Ability to use and manipulate the large muscle groups involved in activities such as running and throwing.
Inclusion
The practice of educating children in the general education classroom, including children with physical, mental, and developmental disabilities. In order to meet the individual needs of the student, it is often necessary to provide additional supports in the general education classroom.
Inclusive Education
Concept of providing educational services for all students with disabilities in their neighborhood schools in classes with age-appropriate non-disabled peers with support from special education teachers and support personnel. Also referred to as supported or integrated education.
Individual Education Plan (IEP)
A written statement of specially designed instruction (Revised annually or more often as needed) prepared at the IEP team meeting that described the student’s eligibility, the student’s present level of performance, annual goals and short term objectives, specific educational and related services, the least restrictive environment and the reasons why accepted or rejected, transition services beginning no later than age 14, and the dates and frequency of service – as specific as possible.
Individual Educational Planning Team Meeting
Meeting in which the parents, student, and the school jointly develop the student’s Individualized Education Program (IEP).
Individualized Education
The practice of giving lessons and assignments according to each student’s needs and strengths. Also called Individualized Instruction.
Individualized Family Service Plan (IFSP)
The Individualized Family Service Plan (IFSP) is both a process and a document intended to assist families and professionals in a community in their combined efforts to meet the developmental needs of a young child from birth to age three with special needs. An IFSP sets goals for the child and family and identifies activities and services needed to achieve these goals. A review of the IFSP for a child and the child's family must be conducted every six months or more frequently if conditions warrant, or if the family requests such a review. The purpose of the periodic review is to determine: The degree to which progress toward achieving the outcomes is being made; and whether modifications or revision of the outcomes or services is necessary. The review may be carried out by a meeting or by another means that is acceptable to the parents and other participants. An actual meeting must be conducted on at least an annual basis.
Individualized Transition Plan (ITP)
This plan starts at age 14 and addresses areas of post-school activities, post secondary education, employment, community experiences and daily living skills.
Individuals with Disabilities Education Act (IDEA)
Federal legislation that requires states to provide all children with disabilities a free appropriate public education (FAPE).
Instructional Placement
Phrase used to describe the situation in which a child spends at least half of his or her school day receiving special education.
Interim Alternative Educational Setting (IAES)
A placement of up to 45 days for students with disabilities who:
a. Bring weapons to school
b. Bring drugs to school
c. Inflict serious bodily injury at school
d. Are determined to be dangerous by an administration law judge. The IAES must be developed so that students can participate in the general education curriculum and progress towards achieving the goals set out in their IEP.
Intervention
Preventive, remedial, compensatory, or survival services given to an individual in need.
Learning Disability
Refers to students with average or above average intelligence ability who experience a severe discrepancy between their ability and their achievement.
Learning Disorder
A condition that interferes with a student’s ability to learn. Another term for Learning Disability.
Least-Restrictive Environment
The educational setting which allows a child to receive special education services while among the greatest number of peers who do not have disabilities. The general education classroom is the preferred educational setting.
Mainstreaming
The educational placement of a person in the setting that allows the most interaction with peers who do not have disabilities. Typically requires the special education student to perform all elements of the class required of general education students.
Manifestation Determination
A proves conducted by a student’s IEP team to identify and address the relationship between a student’s disability and behaviors that would normally be subject to expulsion or suspension. The IEP team must determine that the behavior us a manifestation of the child’s disability if:
• The behavior in question was caused by the child’s disability, or had a direct and substantial relationship to the child’s disability or
• The behavior was the direct result of the school’s failure to implement the child’s IEP.
Mediation
A free, voluntary process where a trained, neutral mediator helps parents and/or advocates and school districts reach a mutually acceptable solution to disagreements over special education services and/or supports.
Modeling
Imitation by a child of desired behaviors performed by peers or teachers.
Multidisciplinary Evaluation
The testing of a student by a group of professionals: psychologists, teachers, social workers, speech and language pathologists, etc.
Multidisciplinary Team
A team of professionals from a variety of disciplines who meet to assess the needs of a child.
Noncategorical Resource Room
A resource room in a neighborhood school that provides services to children with all types of classified disabilities. The children with these disabilities attend classes in general education classrooms at least 50% of the day.
Norm-referenced Tests
Tests that compare a child’s performance to the performance of others when using the same measure. For example, a child’s reading skills are compared to the scores of all other children his age.
Objective
A specific skill, development, ability, or change within the goal area which the student is expected to achieve.
Occupational Therapist (OT)
A professional who evaluates and determines purposeful activities to facilitate improvement of a student’s physical, fine motor, sensory motor, and self care functioning within the school environment. This may include adaptation of equipment.
Paraprofessionals
Trained assistants (maybe a parent) who work with a classroom teacher in the education process.
Parent Consent
Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.
Peer Tutoring
Individualized instruction provided as an addition to classroom instruction by a student close to the same age by functioning at a higher level.
Pervasive Developmental Disorder (PDD)
The term "pervasive development disorders," also called PDDs, refers to a group of conditions that involve delays in the development of many basic skills, most notably the ability to socialize with others, to communicate, and to use imagination. Children with these conditions often are confused in their thinking and generally have problems understanding the world around them.
Physical Therapist (PT)
A professional who assesses and treats a student to improve his or her level of functioning, mainly in the area of mobility and walking skills, within the school environment.
Placement
The how and where students who have an IEP or Section 504 plan receive the special education services or accommodations outlines in their plans.
Positive Reinforcement
Any stimulus or event that occurs after a desired behavior has been exhibited and increases the possibility of that behavior occurring in the future.
Private School
There are new laws regulating the rights of students with disabilities whose parents place them in private schools. When a student is enrolled in private school and has academic difficulties, the school where the student attends needs to inform the parent and the local public school district of the student’s difficulties. The district of residence may assess the student to determine if the student qualifies for special education. If they do qualify, the district of residence is responsible for writing an IEP.
Prompting
Instructional technique in which a cue – visual, auditory, or physical – is presented in order to facilitate successful completion of a task or performance of a behavior.
Reasonable Accommodation
Educational program adaptation or modifications that allow students with disabilities to more fully participate in school.
Receptive Language
The ability to receive and understand information from others.
Reevaluation
Periodic evaluation of a student already identified as IDEA eligible.
Referral
The written request made to a school district to evaluate a student for special education and/pre Section 504 eligibility.
Related Services
Include various support services for special education students, such as transportation, social work, and counseling.
Resolution Session
A meeting between the parents, school district, and IEP team that occurs after a due process hearing request has been made. During the meeting, the complaint is discussed and all parties attempt to work out a solution before the hearing occurs.
Resource Room
A classroom program designed for students who require 50% or less of their instructional day in special education with two or less classes in the areas of language arts, mathematics, science, and social studies. (Elementary – 50% of less of the instructional school day; Secondary –three periods or less of instructional school day)
Respite Care
A service provided to the families of children who require extraordinary forms of care so that the family can take vacations, handle business affairs, and have some relief from the duties of caring for the child.
School Psychologist
Assist in the identification of intellectual, social and emotional needs of students. They provide consultation and support to families and staff regarding behavior and conditions related to learning. They plan programs to meet the special needs of children and often serve as a facilitator during an IEP meeting.
Section 504
Refers to section 504 of the Rehabilitation Act of 1973, which protects the civil rights of disabled children and adults. It also applies to the provision of services for children whose disability is not severe enough to warrant eligibility for special education, but could benefit from supportive services and classroom modifications.
Self-Contained Class
A separate classroom located within a general education school, used by children with disabilities, usually in the same categorical grouping.
Sensory Integration
How an individual organizes, interprets, and uses sensory information from the tactile, vestibular, and proprioceptive senses to move through space and coordinate movement.
Sensory Processing Disorder
A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.
SSDI
Social security disability insurance benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who have paid into the system or has a parent who has paid into the Social Security system.
Special Education
Specially designed instruction, at no cost to the parents, to meet the unique educational needs of students with disabilities to help them develop their maximum potential.
Special Education Student
Any student who has a disability that adversely affects his or her academic performance.
Specially Designed Instruction
Instruction designed to address the specific needs of a student who qualifies for special education services. It is based on the results of the student’s individual evaluation. In order for instruction to be considered specially designed, it must differ from the instruction provided in the general education program and cannot merely be accommodations or modifications
Specific Learning Disabilities
A disorder of one or more psychological processes that interfere with the ability to process language, written or spoken, that may be noticed with difficulty on listening, speaking, writing, reading, spelling, or doing mathematical calculations.
Speech Language Pathologist (SLP)
A professional who can help students who have language and speech disorders. This might include expressive and/or reception language as well as speech disorders.
Standard Deviation
Statistical term used to measure how far a student’s score is from the score of most students, as measured in distances that represent a significant difference.
Standardized Tests
Tests which compare on student to a large sample of students of the same age or group, who have been tested and through who a normal score has been established for purposed of comparison.
Stay Put Provision
The right of a student with a disability to remain in his or her current placement until disputes have been resolved. When a parent or the school district files for a hearing, there may be a stay put requirement until the dispute is settled.
Supplementary Aids and Services
Modifications to the general education program made to ensure that a student with disability can participate fully in the program.
SSI
Supplemental Security Income benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who fall below certain assets and income levels.
Target Behavior
A specific undesirable behavior or behaviors to be modified, reduced, or eliminated. Also refers to desirable behaviors and skills, which are goals of behavior support plans for a child with a disability.
Task Analysis
A teaching strategy in which skills are broken down into smaller steps and then used in a teaching method tailored to each child’s pace of learning.
Technical Assistance Document
In September of 2008, the
Technical Assistance Document was created to assist school districts in making educational verifications for children with disabilities.
Token Economy
A system encouraging desirable behaviors through the delivery of tokens. These tokens can be in the form of stars, points, candy, and so on.
Transition IEP
IDEA mandates that at age 16, the IEP must include a statement about transition including goals for post-secondary activities and the services needed to achieve these goals. This is referred to an Individual Transition Plan or (ITP).
Transition Planning
Planning for adolescent’s post-school lives. It must begin by age 16 and it requires transition goals to be incorporated into the IEP process.
Transition Services
A coordinated set of activities for a student, designed within one outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult services, independent living, and community participation.
Traumatic Brain Injury
An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment. Applies to open or closed head injuries.
Visual-Motor Integration
Ability to relate visual stimuli to motor responses in an accurate and appropriate manner.