Vocab

Question 1

Academic achievement

Answer 1

a student’s level of academic performance when measured against the general curriculum.

Question 2

Accommodations

Answer 2

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

Question 3

Adaptive behavior

Answer 3

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

Question 4

Age equivalent

Answer 4

comparison of your child’s performance compared to age groups whose average scores are in the same range

Question 5

Annual goals

Answer 5

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.

Question 6

Assistive technology

Answer 6

any kind of technology that can be used to enhance the functional independence of a person with a disability

Question 7

Assistive technology device

Answer 7

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

Question 8

Attention Deficit Hyperactivity Disorder

Answer 8

a condition that can make it hard for a person to sit still, control behavior, and pay attention

Question 9

Autism

Answer 9

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

Question 10

Child with a disability

Answer 10

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.

Question 11

Consent

Answer 11

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.

Question 12

Criterion referenced test or assessment

Answer 12

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

Question 13

Curriculum-based assessment

Answer 13

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.

Question 14

Deaf-blindness

Answer 14

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

Question 15

Deafness

Answer 15

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

Question 16

Emotional Disturbance

Answer 16

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.

Question 17

Extended school year services

Answer 17

A provision for a special education student to receive instruction for a period longer than the standard day

Question 18

Free appropriate public education

Answer 18

education for children with disabilities provided in the least restrictive environment, and at public expense, under public supervision, and without charge, through an IEP

Question 19

Grade equivalent

Answer 19

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.

Question 20

Hearing impairment

Answer 20

Impairment in hearing, whether permanent or fluctuating, which adversely affects a child’s educational performance, but is not included under definition of deafness

Question 21

Individualized education program

Answer 21

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

Question 22

Individualized family service plan

Answer 22

The document that outlines the services to be delivered to families of infants and toddlers receiving early supports and services

Question 23

Infant or toddler with a disability

Answer 23

Children not yet 3 years of age

Question 24

Intellectual disability

Answer 24

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

Question 25

Least restrictive environment

Answer 25

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

Question 26

Local education agency

Answer 26

commonly used synonym for a school district, an entity which
operates local public primary and secondary schools in the United States

Question 27

McKinney-Vento Homeless Assistance Act

Answer 27

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

Question 28

Modifications

Answer 28

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

Question 29

Multiple disabilities

Answer 29

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.

Question 30

Native language

Answer 30

language normally spoken by child’s parents, or the first or primary language of an individual

Question 31

Norm-referenced test or assessment

Answer 31

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.

Question 32

Orthopedic impairment

Answer 32

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).

Question 33

Other health impairment

Answer 33

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.

Question 34

Part B of IDEA

Answer 34

The part of the Individuals with Disabilities Education Improvement Act of 2004 that applies to school age children with disabilities

Question 35

Part C of IDEA

Answer 35

The part of the Individuals with Disabilities Education Improvement Act of 2004 that applies to infants and toddlers with disabilities

Question 36

Percentile Rank

Answer 36

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.

Question 37

Procedural safeguards

Answer 37

the rights provided to parents and school districts in the special education process. Include: written prior notice, mediation, written parental consent, and due process.

Question 38

Raw Score

Answer 38

The simple number of points or items correct on a test

Question 39

Referral

Answer 39

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.

Question 40

Related services (16 possible)

Answer 40

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

Question 41

Special education

Answer 41

By law, schools must provide special help to eligible children with disabilities

Question 42

Specially designed instruction

Answer 42

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.

Question 43

Specific learning disability

Answer 43

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.

Question 44

Speech or language impairment

Answer 44

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

Question 45

Standard Score

Answer 45

A score defined by the number of standard deviation units that it lies away from the mean of the distribution scores.

Question 46

Standardized Tests

Answer 46

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

Question 47

Standards

Answer 47

define what students are expected to know and be able to do. They should be clear, measurable, and rigorous, but not too detailed

Question 48

State educational agency

Answer 48

State Department of Education

Question 49

Transition plans

Answer 49

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

Question 50

Transition services

Answer 50

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

Question 51

Traumatic brain injury

Answer 51

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.

Question 52

Universal design

Answer 52

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.

Question 53

Validity

Answer 53

the extent to which an instrument measures effectively, what it is designed to measure

Question 54

Supplementary aids and services

Answer 54

Accommodations that could permit a student to profit from instruction in the least restrictive environment.

Question 54

Visual impairment including blindness

Answer 54

a visual impairment that, even with correction, adversely affects child’s educational performance; includes both partial sight and blindness.