Special Education Terms
Terms in this set (42)
IEP (Individual Education Plan
A written document that states the goals, objectives and services students with disabilities are to receive through special education.
services that place students with disabilities in general education classrooms with appropriate support services
a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation
Least Restrictive Environment (LRE)
allows a child to receive special education services while amongst the greatest number of peers who do not have disabilities. This is the preferred educational setting.
for special education students-requires a Behavior Intervention Plan (BIP) if misbehavior is due to the student's disability. Special education students cannot be suspended for 10 cumulative school days for an incident related to the child's disability.
Due Process Hearing
If members of the ARD committee cannot come to an agreement on a child's IEP, they can file a formal complaint to resolve the issues in a trial. This process is similar to a regular courtroom trial, just less formal. It usually precedes any formal trial.
A reading disability that occurs when the brain does not properly recognize and process certain symbols.
Parents (aspects of parent involvement and rights)
IDEA guarantees parents are given the opportunity to participate in educational decision making regarding their child with disabilities. Parents are not required to participate, however; that is their choice.
Prior Written Notice
the school must provide parents with this each time that it: proposes to initiate or change the identification, evaluation, or educational placement of your child; proposes to initiate or change the provision of FAPE to your child (free appropriate public education).
refuses to initiate or change the identification, evaluation, or educational placement of your child; refuses to initiate or change the provision of FAPE to your child.
Parent Rights & Procedural Safeguards
a document that explains the rights of children with IEPs to their parents, including procedures and how each step, from identification to IEP goals, plays out.
Response to Intervention (RtI)
A process used to help children who are struggling academically or behaviorally. It provides early intervention to struggling students and helps identify students who may qualify for special education services.
Non-Public School Students with Disabilities and Contracting
The TEA approves the educational programs of nonpublic schools that meet both federal and state special education program requirements. The TEA reviews both day and residential nonpublic schools local education agencies (LEAs) may contract for special education instructional and related services. The LEA and TEA must ensure that all service providers at the nonpublic schools are licensed and/or certified.
Process used to admit, review, and/or dismiss students in terns of their placement in special education. The process utilizes committee members to determine the important resources required to meet a student's educational need, including how he or she accesses the state-mandated curriculum. The process includes the development of an IEP.
Americans with Disabilities Act (ADA)
The nation's first comprehensive civil rights law addressing the needs of people with disabilities, prohibiting discrimination in employment, public services, public accommodations, and telecommunications.
Used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Some examples include: mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers.
Auditory and visual impairments
Disability associated with auditory and visual learning such as deafness, hearing impairments, deaf-blindness, or diminshed sense of sight.
Community parent resource centers
Offer support to parents through in-home volunteer mentoring and on-site parenting education classes to decrease the risk of child abuse, neglect and family violence. The goal is to provide emotional and educational support for parents in nurturing and guiding their children through the critical first 5 years of a child's life.
Local Education Agency (LEA)
Indiviual school districts. The state serves students through several agencies: the state level (Texas Education Agency), intermediate level (Educational Service Centers), and the local level. Public Reporting Under IDEA, requires local districts to publicly report district performance against the state targets in the State Performance Plan (SPP).
The process during which the parties, work toward a mutually agreeable solution to a dispute involving any matter related to a student's special education eligibility or educational program under IDEA.
Mental Health Services Resources
Texas school districts provide services to improve students' mental, emotional, and social health. These services include individual and group assessments, interventions, and referrals.
NCLB and Special Education
This act focuses on improving teacher quality at the local level. It requires special education teachers to be "highly qualified" in the subject areas that they teach. If a special education teacher teaches math, science, and English they have to prove competency in each of those areas.
Rules and Regulations
Legal requirements for meeting the appropriate supports for students with special education needs. These can be found in federal, state and local statues and policies.
Federal legislation that guarantees certain rights to people with "physical or mental impairment" and which
"substantially limits a major life activity" (Pankake, et.al., 2012, p. 21).
Three-tier Reading Model
Developed within the Response to Intervention guidelines, this is a "framework for educators to use in preventing reading difficulties in their students" (Morris & Cortez, 2008, p. 8). The framework includes: 1st-classroom instruction; 2nd- intervention, and 3rd-intensive intervention, which could include special eduction students (p. 10).
Term that refers to a coordinated set of activities for a child with a disability that focuses on the individual child's needs when moving from school to post-school activities "including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation" (Wrightslaw: Special Education Law, p. 56).
Traumatic Brain Injury (1 of 13 Eligibility Categories)
IDEA (Individuals with Disabilities Education Act) defines this as an acquired injury "caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance" (National Disssemination Center for Children with Disabilities Fact Sheet #18, 2012, p. 2).
IDEA- Individuals with Disabilities Education Act
Special education law that lists 13 categories of special education, each with its own detailed requirement. Special education law pertains to students aged 3-22. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance.
Free and Appropriate Public Education
SLD (1 of 13 Eligibility Categories)
Specific Learning Disability
OHI (1 of 13 Eligibility Categories)
Other Health Impaired
DHH (1 of 13 Eligibility Categories)
Deaf & Hard of Hearing
VI (1 of 13 Eligibility Categories)
Autism/Autistic-Like Characteristics (1 of 13 Eligibility Categories)
ED (1 of 13 Eligibility Categories)
the curriculum standard is altered to allow the student to complete a task based on their disability
Each specialist completes a portion of the evaluation and makes discipline-specific decisions
Given data regarding student performance, the school team "suspects" that a lack of progress is due to a disability, not other factors.
Meeting to review all assessment information to determine if student requires Special Education support services to be academically successful or if their disability significantly impacts the learning process
Annual Meeting to review progress on goals, adjust services, accommodations and modifications
Meeting at the three year mark to review all assessment information to determine if student still requires Special Education support services to be academically successful or if their disability significantly impacts the learning process