Vocab Flashcards
Academic achievement
a student’s level of academic performance when measured against the general curriculum.
Accommodations
changes in how material is taught or a test is administered but does not substantially alter what the test measures; includes changes in presentation format, response format, test setting or test timing
Adaptive behavior
a sort of “practical intelligence.” It is usually measured by scales that identify how well a person manages with independence within his or her own environment. The term includes: communication, community participation, self-direction, health and safety, functional academics, leisure and work
Age equivalent
comparison of your child’s performance compared to age groups whose average scores are in the same range
Annual goals
a required component of an IEP. written for an individual student, to identify what the IEP team has determined the student can reasonably be expected to accomplish within a one year period of time.
Assistive technology
any kind of technology that can be used to enhance the functional independence of a person with a disability
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 the functional capabilities of a child with a disability
Attention Deficit Hyperactivity Disorder
a condition that can make it hard for a person to sit still, control behavior, and pay attention
Autism
a developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three that adversely affects educational performance. Other characteristics often associated with this are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance
Child with a disability
a child who has been evaluated through the special education process and found to have one of the following disabilities: mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as “emotional disturbance”), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, multiple disabilities, or a developmental delay (for children ages 3 through 9 in NH), and who, because of that disability, needs special education and related services.
Consent
Requirement that the parent be fully informed (in writing), with the parent’s agreement documented in writing, of all information that relates to any action that school wants to take about the child, that parent understands that consent is voluntary an may be revoked at any time.
Criterion referenced test or assessment
measure how well a student has learned a specific skill or subject. They are not tests that produce a number quotient, but show what a student can or cannot do. These tests compare a child to a set of standards or criteria and not to other children
Curriculum-based assessment
Direct assessment of a child’s academic skills, by measuring and recording the child’s progress in the general curriculum at frequent intervals as a basis to make instructional decisions.
Deaf-blindness
simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that a child cannot be accommodated in special education programs solely for children with deafness or children with blindness
Deafness
a hearing impairment that is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance
Emotional Disturbance
a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
Extended school year services
A provision for a special education student to receive instruction for a period longer than the standard day
Free appropriate public education
education for children with disabilities provided in the least restrictive environment, and at public expense, under public supervision, and without charge, through an IEP
Grade equivalent
The average raw score for all children in the same school; the average raw score of all 3rd graders was ten correct on the math test, then, this raw score is converted into a grade equivalent score of 3.0 (meaning grade three, zero months). They provide a very rough estimate of a child’s mastery of academic work or capacity to learn.
Hearing impairment
Impairment in hearing, whether permanent or fluctuating, which adversely affects a child’s educational performance, but is not included under definition of deafness
Individualized education program
The document, that describes the child’s special education program. It sets the standard by which special education services are determined appropriate for a child with a disability
Individualized family service plan
The document that outlines the services to be delivered to families of infants and toddlers receiving early supports and services
Infant or toddler with a disability
Children not yet 3 years of age
Intellectual disability
When a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child
Least restrictive environment
To the maximum extent appropriate, educating children with disabilities, including children in public or private institutions or other care facilities, with children who are nondisabled; and removing children with disabilities to special classes, separate schooling, or other settings apart from the regular educational occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
Local education agency
commonly used synonym for a school district, an entity which
operates local public primary and secondary schools in the United States
McKinney-Vento Homeless Assistance Act
1987 is a United States federal law that provides
federal money for homeless shelter programs. It was the first significant federal legislative
response to homelessness, and was passed and signed into law by President Ronald Reagan
Modifications
Substantial changes in what the student is expected to demonstrate: includes changes in instructional level, content, and performance criteria, may include changes in test form or format; includes alternative assignments
Multiple disabilities
simultaneous impairments, the combination of which causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments. The term does not include children with deaf-blindness.
Native language
language normally spoken by child’s parents, or the first or primary language of an individual
Norm-referenced test or assessment
compare each student’s score to the scores of students who took the same exam before. Questions are usually based on the content of nationally-used textbooks, not what is taught locally, so students may be tested on topics not taught in their local school.
Orthopedic impairment
adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Other health impairment
having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational performance.
Part B of IDEA
The part of the Individuals with Disabilities Education Improvement Act of 2004 that applies to school age children with disabilities
Part C of IDEA
The part of the Individuals with Disabilities Education Improvement Act of 2004 that applies to infants and toddlers with disabilities
Percentile Rank
Refers to a point in a distribution of scores. Example: if a child scores in the 80th percentile, it means that 80 percent of all children taking that test scored below that level.
Procedural safeguards
the rights provided to parents and school districts in the special education process. Include: written prior notice, mediation, written parental consent, and due process.
Raw Score
The simple number of points or items correct on a test
Referral
notice to a school district that a child may be in need of special education. sets certain timelines into place, and may be made by a parent, school personnel or others.
Related services (16 possible)
help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving. Related services can include, but are not limited to, any of the following:
speech-language pathology and audiology services
interpreting services
psychological services
physical and occupational therapy
recreation, including therapeutic recreation
early identification and assessment of disabilities in children
counseling services, including rehabilitation counseling
orientation and mobility services
medical services for diagnostic or evaluation purposes
school health services and school nurse services
social work services in schools
parent counseling and training
Special education
By law, schools must provide special help to eligible children with disabilities
Specially designed instruction
Refers to the special methods, equipment, materials, and adaptations that are needed for a student to be successful in school and achieve IEP goals. This is written on the IEP and tells everyone who works with the child how to help him/her to learn.
Specific learning disability
disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Speech or language impairment
a communication disorder such as stuttering; impaired articulation, language impairment, or a voice impairment which adversely affects a child’s educational performance.
Standard Score
A score defined by the number of standard deviation units that it lies away from the mean of the distribution scores.
Standardized Tests
Test which have norms reflecting a larger population, usually age or grade based norms reflecting the performance of children throughout the country; given under uniform conditions with the same instructions given every time
Standards
define what students are expected to know and be able to do. They should be clear, measurable, and rigorous, but not too detailed
State educational agency
State Department of Education
Transition plans
must be included in the IEP beginning by the first IEP when the student turns 14. describe how the school will help students prepare for life after high school, in college, employment and/or independent living. Students have a right under IDEA to be a part of this plan
Transition services
a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; and is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes–
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv)The development of employment and other post-school adult living objectives; and
(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education
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, or both, which adversely affects educational performance. applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Universal design
a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.
Validity
the extent to which an instrument measures effectively, what it is designed to measure
Supplementary aids and services
Accommodations that could permit a student to profit from instruction in the least restrictive environment.
Visual impairment including blindness
a visual impairment that, even with correction, adversely affects child’s educational performance; includes both partial sight and blindness.
