A Glossary of Terms
Accommodations - techniques and materials that allow students to complete schoolwork with greater ease and effectiveness. Examples include spell checkers and additional time for assignments.
Annual goal -a skill that is expected to be achieved in one year, as written on the student's Individualized Education Plan (IEP). Each goal is determined by an individual child's unique needs and learning styles.
Attention Deficit Disorder - a severe difficulty focusing and maintaining attention. It could lead to learning and behavior problems at school. It may or may not include hyperactivity.
Collaboration - a teaching model where the special education teacher comes into the classroom and co-teaches with the classroom teacher. This could involve teaching the whole class, small groups or individuals.
Developmental Handicap - (cognitively impaired or mentally retarded) significantly subaverage intellectual functioning that occurs with deficits in adaptive behaviors, developing during childhood and adversely affecting educational performance.
Due Process - the safeguards to which a person is entitled in order to protect his or her rights. Parents are informed of their rights when they give permission for their child to be tested. The rights are explained in the booklet "Who's IDEA is This?"
Emotional Disturbance (ED) - a condition that exhibits one of more of the following characteristics, over a long period of time, to a marked degree and affecting educational performance: inability to learn, inability to build or maintain relationships with peers and teachers, inappropriate behaviors, unhappiness or depression, a tendency to develop physical symptoms or fears.
Evaluation - the procedures used to determine the child's current level of functioning.
Hearing Impairment - an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. Deafness is a condition that prevents an individual from hearing sound in all or most of its forms.
Intervention Assistance Team (IAT) - a group of teachers and specialists who offer intervention suggestions and assistance to classroom teachers and parents.
Individualized Education Plan (IEP) - a written statement for a handicapped child that lists the specific goals to be addressed during the school year. The IEP is developed by a team which includes the child's parents and classroom teacher. It is revised at least once a year.
Learning Disability (LD) - a disorder in one or more of the processes involved in understanding or using spoken or written language, which causes difficulties in the ability to think, listen, read, write, spell or do mathematical calculations. LD students have average or above average intelligence, but have a significant discrepancy between their achievement and their ability. The discrepancy is not the result of visual or hearing handicaps, mental retardation, or cultural or economic disadvantage.
Least Restrictive Environment - to the maximum extent appropriate, handicapped children are educated with children who are not handicapped.
Multifactored Evaluation (MFE) - an evaluation, conducted by a team of specialists, including the school psychologist, the speech and language pathologist, an academic specialist, and other school personnel.
Occupational Therapy (OT) - treatment for impaired motor or sensory functions in order to improve a child's ability to perform tasks for independent living.
Other Health Impaired (OHI) - a condition of limited strength, vitality, or alertness, due to a chronic or acute health problem, such as a heart condition, sickle cell anemia, hemophilia, leukemia or diabetes, which adversely affects a child's educational performance.
Physical Therapy (PT) - a therapeutic exercise program to improve or maintain strength and/or range of motion and to develop reflexes. The PT may also recommend adaptive equipment.
Reevaluation - a multifactored evaluation that is conducted after the child has been placed in a special education program. This must take place at least once every three years. Before the reevaluation begins, a conference is held to discuss what type of information is needed to determine if the child continues to be eligible for special education services.
School Psychologist - administers and interprets psychological tests, social-emotional evaluations, behavior checklists and classroom observations. May also assist with behavior management plans and consult with parents and staff.
Speech and Language Pathologist - identifies and provides services for children with expressive and/or receptive language problems, as well as severe articulation problems, which affect educational performance.
Speech Handicap - a communication disorder, including difficulties with fluency, articulation, listening, auditory memory or oral expression, that adversely affect educational performance.
Visual Handicap - a visual impairment, which, even with correction, adversely affects a child's educational performance. The term includes both partially seeing and blind children.
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