Glossary of Special Education Terms

Accommodations- These are provisions made to allow student access and demonstrate learning. Accommodations DO NOT substantially change the instruction level, the content or the performance criteria. They are made to in order to provide a student equal access to learning and equal opportunity for the student to demonstrate knowledge.

Adaptations-Changes made to the environment, curriculum, and instruction or assessment practices in order for the student to be a successful learner. Adaptations include both accommodations AND modifications. Adaptations are based on each student's individual strengths and needs.

Adaptive Physical Education- Modified activities that allow the child with a disability to participate in a program with the same or similar objectives as the mainstream physical education program.

Appropriate- Able to meet a need; in special education it means the most suitable setting possible for the student, or the supports and services that can best meet the child's educational needs so the child can benefit from his education.

Assistive Technology-a device or service required if "educationally" relevant and necessary to enable a child to be educated in the least restrictive environment. 1) Assistive Technology Device-any item, piece of equipment,or product system used to increase, maintain or improve the functional capabilities of a child with a disability. 2)Assistive Technology Services-any services that directly assist a child with a disability in the selection, acquisition or use of an Assistive Technology Device.

At Risk- A term used with children who have, or could have, problems with development which could affect their future ability to learn.

Behavioral Intervention Plan (BIP)- A written plan targeted to promote a desired behavior or to include services and modifications designed to address behavior so it does not impede the child's ability to learn.It is also used to make sure the whole team is handling any issues which arise the same so the child experiences consistency.

Child Find-A component of the Individuals with Disabilities Education Act (IDEA) that requires states to locate, identify, and evaluate all children with disabilities, aged birth through 21, who are in need of intervention or special education services.

Consent-When the parent has been fully informed of all information relevant to the activity for which consent is being sought, in his or her native language, or other mode of communication. The parent understands and agrees in writing to the carrying out of the activity for which their consent is sought. The consent must describe the activity and list the records if any which will be released and to whom. Parental consent is voluntary and may be revoked at any time. If the parent revokes consent, that revocation is not retroactive.

Continuum of Placements-Although special education is not a "place" yet a set of services, a variety of placements are usually available to meet the needs of children with disabilities. the continuum must include instruction in regular classes, special education classes, special schools, home instruction, instruction in hospitals and institutions and make provisions for supplementary services to be provided in conjunction with regular class placement. The federal regulations require the placement decision be made on an individual basis, NOT the availability of a program.

Due Process-Action that protects a person's rights. In special education, this applies to action taken to protect the educational right's of the student. A fair and impartial administrative hearing is conducted by an impartial Administrative Law Judge (ALJ) in accordance with federal and state law.

Eligible-Ability to qualify to receive special education services based on a criteria. A student must have two things to qualify: a disability which fits under one of the thirteen categories of IDEA and the need for specialized instruction.

Evaluation-Procedures used to determine whether a child has a disability and the extent of the special education and services the child will need. The evaluation should include a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child. This includes information provided by the parent which may assist in determining eligibility. This information will also be used in developing the content of of the IEP. The parent has the right to request an evaluation in ALL areas of suspected disability including AT, OT, PT,Speech,Learning disability, Adaptive PE and Behavior.

Free Appropriate Public Education (FAPE)-Special education and relate services that a)are provided at public expense, under public supervision and direction, and without charge; b)meet the standards of the state education agency(SEA); c) include school education in the state involved; d)are provided in conformity with an individualized education program (IEP). "Appropriate" is not defined, but other references in the law imply the supports and services which can best meet the child's educational needs so the child can benefit from his/her education.

Functional Behavioral Assessment-A targeted assessment that addresses a student's behavior which is interfering with his learning. The assessment is seeking to find the function of the problematic behavior in order to develop a Behavioral Intervention Plan to replace the unwanted behavior or to stimulate desired behavior. The IEP team looks at the reinforcers and consequences that will ensure the behavior does not reoccur in the school setting.

Independent Educational Evaluation (IEE)-An evaluation done by a qualified evaluator who is not employed by the school responsible for the education of the child. This outside evaluation may be paid by the school and considered by the school when making decisions about the child's education. The request must be as a response to the school's evaluation and must be put in writing prior to seeking the outside evaluation.

Individualized Education Program-A written education plan for an eligible child with disabilities developed by a team of professionals along with the parents. It is reviewed and updated annually and describes how the child is presently performing, what the child's learning needs are and what services will be provided.

Least Restrictive Environment (LRE)-To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.

Mediation- An informal intervention between parents and a school to resolve a dispute. It is conducted by a qualified and impartial third party who is trained in effective mediation techniques. Mediation is voluntary and should not be used to deny or delay a parent's right to a hearing on the parent's due process complaint.

Modifications-Substantial changes in what a student is expected to learn and to demonstrate. Changes may be made in the instructional level, the content or the performance criteria. Such changes are made to provide the student with meaningful and productive learning experiences, environments and assessments based on individual needs and abilities.

Occupational Therapy (OT)-Services provided by a qualified occupational therapist and includes improving, developing or restoring functions impaired or lost through illness, injury or deprivation;improving ability to perform tasks for independent functioning if functions are impaired or lost;and preventing, through intervention, initial or further impairment of loss of function. For our boys, this can include the training of Assistive Technology for tasks such as writing.

Physical Therapy (PT)-Services provided by a qualified physical therapist which are typically related to gross motor activities. The activities must be educationally related or support access to the curriculum. Please note this is not the same as private PT we receive for our boys in our home which include stretching, etc.

Prior Written Notice (PWN)-A written document the educational agency gives to the parents of special education student when they propose or refuse to initiate or change the identification, evaluation, placement, or provision of Free Appropriate Public Education. This document must include: 1) a description of the action proposed or refused and why that action was taken 2)any other options considered in taking that action and why those were rejected 3)which tests, evaluations, or records the school used to support their decision 4)a description of any other factors involved in taking those actions 5)a full written explanation of procedural safeguards and 6)list of contacts to explain your procedural safeguards.

Related Services-Transportation and other supportive services a child with a disability requires in order to benefit from education.Examples of related service include, but are not limited to: Assistive Technology, Speech and Language pathology, health services, psychological services, PT, OT, recreation, counseling, parent training, interpretation, and medical services for diagnostic and evaluation purposes.

Special Education-Specially designed instruction, provided at no cost to the parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, the home, hospitals and institutions and other settings.

Transition-A movement or change from one level to another. There are six identified stages of transition in education. These include 1) Early Intervention services from home to preschool 2) preschool to kindergarten 3)primary to intermediate grades 4) intermediate grades to middle school 5)middle school to high school 6)high school to post secondary.

Transition Services-A coordinated set of activities for a child with a disability that is designed to be within a results-orientated process focused on improving academic and functional achievement of the child. This will help facilitate the child's movement from school to post school activities including post secondary education, vocational education,integrated employment, continuing and adult education,adult series, independent living and community participation. It is based on the child's needs taking into account the child's strengths, preferences, and interests. Transition Services must be included annually in the IEP for students by the age of 16.