EEX Dictionary of Special Education

Question 1

504 Plan:

Answer 1

The 504 Plan is a plan developed to ensure that a child who has a disability identified under the Rehabilitation Act and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. These accommodations and modifications must ensure that there is no discrimination because of the child’s disability.

Question 2

Accommodations

Answer 2

Curricular adaptations that compensate for learners’ weaknesses without modifying the curriculum. Students receiving accommodations read the same material and take the same tests as their peers without disabilities.

Question 3

Acquisition Deficit

Answer 3

A type of social skills deficit that stems from a lack of knowledge: a child does not understand a skill, and thus cannot master it.

Question 4

Woodcock Johnson, Third Edition (WJIII)

Answer 4

A performance-based test commonly used to help to determine a student’s eligibility for special education services.

Question 5

Widening Gap

Answer 5

The gap between what a child with a disability knows and what his or her peers know, which widens as he or she advances to higher grades.

Question 6

Wechsler Intelligence Scale for Children (WISC)

Answer 6

An individual intelligence test, usually administered by the school psychologist, which measures a student’s intelligence in a variety of areas, including linguistic and spatial intelligence. This is a norm-referenced test, meaning that it has statistical validity and reliability for what it states it measures.

Question 7

Visual Impairment (VI)

Answer 7

An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

Question 8

Universal Screening Tool

Answer 8

A test that can correctly identify students who are struggling with grade-level concepts or skills. A universal screening tool is used as part of the RTI process.

Question 9

Universal Design

Answer 9

An approach that makes a curriculum accessible to all students, regardless of their backgrounds, learning styles and abilities.

Question 10

Triennial Review (Tri)

Answer 10

An IEP review meeting that takes place every three years. During this meeting, the IEP team meets to discuss a student’s continuing eligibility for special education services. It is often combined with the IEP annual review (AR)

Question 11

Tramatic Brain Injury TBI

Answer 11

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability and/or psychosocial impairment, that adversely affects a child’s educational performance.

Question 12

Transition Meeting

Answer 12

A meeting of the individualized education program (IEP) team prior to a student moving into a new program or school.

Question 13

Transition/Transition Plan

Answer 13

Transition is a general term used to describe a change in a student’s school or program. A transition plan is specific to an IEP: a student who will turn 16 within the life of his or her individualized education program must have a transition goal and plan that outlines how he or she will transition to life beyond high school.

Question 14

Student Study Team (SST)

Answer 14

A more common term is Multidisciplinary Evaluation Team (MET or MDT). It is a team comprised of the school psychologist, parents and the school’s special education team that meets when a child continues to struggle after attempts have been made to remedy problems without special education services. The SST or MET decides if the student should be evaluated, or if he or she will continue without special education services

Question 15

Student Baseline

Answer 15

A student’s starting point, determined by data collected through universal screening tools. A student’s baseline is used to measure his or her progress throughout the year.

Question 16

Stay Put” Law

Answer 16

A law which states that a parent can request that a child remain in his or her current educational placement while an IEP or offer of FAPE is in dispute.

Question 17

Stanford Binet Intelligence Scale (derived from the Binet-Simon Test)

Answer 17

A norm-referenced individual intelligence test, administered by the school psychologist or special education team. The questions are designed to help educators differentiate between students performing below grade level because of cognitive disabilities and those who do so for other reasons.

Question 18

Speech-Language Pathologist (SLP)

Answer 18

Also known as a speech therapist, a professional who diagnoses and treats communication and swallowing disorders.
Source: Bureau of Labor Statistics http://www.bls.gov/ooh/healthcare/speech-language-pathologists.htm

Question 19

Speech or Language Impairment (SLI)

Answer 19

A communication disorder such as stuttering, impaired articulation, a language impairment or a voice impairment that adversely affects a child’s educational performance.

Question 20

Specific Learning Disability (SLD)

Answer 20

A disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. Specific learning disabilities include conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance or of environmental, cultural or economic disadvantage.

Question 21

Special Education (SPED

Answer 21

Term used in the Individuals with Disabilities Education Act (IDEA) that is defined as specially designed instruction to increase the student’s chances for success.