07+Special+Education+Terminology

ASD Autism Spectrum Disorder AT Assistive Technology PBIP Positive Behavior Intervention Plan CST Child Study Team D/HH Deaf and Hard of Hearing DAPE Developmental Adaptive Physical Education DCD Developmental Cognitive Disability EBD Emotional or Behavioral Disorders ECFE Early Childhood Family Education ECSE Early Childhood Special Education ER Evaluation Report ESY Extended School Year FAPE Free Appropriate Public Education FBA Functional Behavior Assessment IDEA Individuals with Disabilities Education Act IEE Independent Education Evaluation <span style="font-family: Tahoma,Geneva,sans-serif;">IEP Individualized Education Plan <span style="font-family: Tahoma,Geneva,sans-serif;">IFSP Individual Family Service Plan <span style="font-family: Tahoma,Geneva,sans-serif;">IIIP Individual Interagency Intervention Plan <span style="font-family: Tahoma,Geneva,sans-serif;">ILP Individual Learning Plan <span style="font-family: Tahoma,Geneva,sans-serif;">LRE Least Restrictive Environment <span style="font-family: Tahoma,Geneva,sans-serif;">MCA Minnesota Comprehensive Assessments <span style="font-family: Tahoma,Geneva,sans-serif;">MDE Minnesota Department of Education <span style="font-family: Tahoma,Geneva,sans-serif;">OHD Other Health Disabilities <span style="font-family: Tahoma,Geneva,sans-serif;">PCA Personal Care Attendant <span style="font-family: Tahoma,Geneva,sans-serif;">PI Physically Impaired <span style="font-family: Tahoma,Geneva,sans-serif;">S/L Speech or Language Impairment <span style="font-family: Tahoma,Geneva,sans-serif;">SEAC Special Education Advisory Council <span style="font-family: Tahoma,Geneva,sans-serif;">SLD Specific Learning Disability <span style="font-family: Tahoma,Geneva,sans-serif;">SMI Severely Multiply Impaired <span style="font-family: Tahoma,Geneva,sans-serif;">TBI Traumatic Brain Injury <span style="font-family: Tahoma,Geneva,sans-serif;">VI Visually Impaired <span style="font-family: Tahoma,Geneva,sans-serif;">Accommodation - allows the student to do the same work as the regular education students with a change (i.e. taking tests in a quiet room) that helps them be more successful. This change does not change the rigor of the material being taught. <span style="font-family: Tahoma,Geneva,sans-serif;">Adaptations - word used interchangeable with accommodation.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Frequently Used Terms **

<span style="font-family: Tahoma,Geneva,sans-serif;">Assistive Technology Device – any item, piece of equipment, or product system, which is used to increase, maintain, or improve the functional capabilities of children with disabilities <span style="font-family: Tahoma,Geneva,sans-serif;">Assistive Technology Service – any service that directly assists a student in the selection, acquisition or use of an assistive technology device. <span style="font-family: Tahoma,Geneva,sans-serif;">IEP Manager – the person who coordinates a student’s IEP and sees that it is carried out. This person is the first point of contact for any issues or concerns that you may have. <span style="font-family: Tahoma,Geneva,sans-serif;">Child Study Team- Team that determines if an evaluation is warranted. <span style="font-family: Tahoma,Geneva,sans-serif;">Consent – means that you say “yes.” Consent means that you understand and agree in writing to the activity that is being requested, such as an evaluation or an IEP. <span style="font-family: Tahoma,Geneva,sans-serif;">Curriculum – the coursework being taught. <span style="font-family: Tahoma,Geneva,sans-serif;">Direct service – service provided directly to the student from the professional. <span style="font-family: Tahoma,Geneva,sans-serif;">Evaluation – testing and observations used to determine the eligibility of the student for special education services. <span style="font-family: Tahoma,Geneva,sans-serif;">FAPE– Free, appropriate public education. <span style="font-family: Tahoma,Geneva,sans-serif;">IDEA-97 – the Individuals with Disabilities Act is the federal special education law that defines the rights of the student. <span style="font-family: Tahoma,Geneva,sans-serif;">Inclusion-Full – student that qualifies for special education who spends the entire school day in the general education classroom. <span style="font-family: Tahoma,Geneva,sans-serif;">Inclusion-Partial - student that qualifies for special education and spends part of the school day in the general education classroom. <span style="font-family: Tahoma,Geneva,sans-serif;">IEE (Independent Educational Evaluation) - This is an evaluation provided by a mutually agreed upon independent professional at no cost to you. The school district is required to give you several choices of qualified professionals to perform the IEE. You can then choose which professional conducts the IEE. To request an IEE, you need to notify, in writing, the Director of Student Support Services that you disagree with the district’s evaluation and are requesting an IEE. Keep a copy for yourself as well. You also have the right to a second opinion at any time at your own expense. The school district must consider this information. <span style="font-family: Tahoma,Geneva,sans-serif;">IEP – An Individualized Education Plan is for a student ages 3 up to 21. Services need to begin within 30 calendar days from the date the student was found eligible. <span style="font-family: Tahoma,Geneva,sans-serif;">IEP TEAM – the group of people responsible for defining a student’s educational plan. The <span style="font-family: Tahoma,Geneva,sans-serif;">Team must include: <span style="font-family: Tahoma,Geneva,sans-serif;">•A parent. <span style="font-family: Tahoma,Geneva,sans-serif;">•A representative of the district who is authorized to assign resources. <span style="font-family: Tahoma,Geneva,sans-serif;">•At least one of the student’s special education teachers. <span style="font-family: Tahoma,Geneva,sans-serif;">•At least one of the student’s general education teachers. <span style="font-family: Tahoma,Geneva,sans-serif;">•Student, if appropriate <span style="font-family: Tahoma,Geneva,sans-serif;">There may be more team members as appropriate.

<span style="font-family: Tahoma,Geneva,sans-serif;">IFSP – an Individual Family Service Plan is for children in Early Childhood Special Education (birth through age 2). The development of the IFSP should be completed within 45 calendar days from the initial referral. <span style="font-family: Tahoma,Geneva,sans-serif;">IIIP –Individual Interagency Intervention Plan (IIIP) form is for students from age 3 to 21. The development of the IIIP should be completed within 30 school days from completion of the assessment. <span style="font-family: Tahoma,Geneva,sans-serif;">Indirect service – time spent conferring and coming up with ideas to help the student. <span style="font-family: Tahoma,Geneva,sans-serif;">LRE (Least Restrictive Environment) – the educational setting that provides an appropriate program, including special supports needed for the student, in as typical a school environment as possible. <span style="font-family: Tahoma,Geneva,sans-serif;">Modification – a change that lowers the rigor of the material and changes what a test or assignment measures. <span style="font-family: Tahoma,Geneva,sans-serif;">PCA (Personal Care Attendant) – a person hired to help a child learn skills so he or she can be more independent at home and in the community. <span style="font-family: Tahoma,Geneva,sans-serif;">Positive behavior intervention – a plan to address problem behaviors; it addresses both the source of the behavior and ways to deal with the behavior so the student can behave more appropriately. <span style="font-family: Tahoma,Geneva,sans-serif;">Pre-referral interventions- before referring a child for an evaluation the classroom teacher may plan strategies to see if your child’s behavior improves with simple changes in curriculum or environment. These are called “pre-referral interventions”. At least two pre-referral interventions must be tried and documented. If the child’s performance improves, an evaluation may not needed. If problems continue, an evaluation will help identify more specific ways to help the child learn. <span style="font-family: Tahoma,Geneva,sans-serif;">Referral- anyone can make a referral for a special education evaluation. Often, when classroom interventions are not successful the classroom teacher may make a referral for a Child Study Team who will consider whether the child should receive further evaluation. The Team decides the areas to be evaluated and the types of evaluation to be completed. <span style="font-family: Tahoma,Geneva,sans-serif;">Related Services – services required to make a child benefit from special education. An example may be transportation or occupational therapy. <span style="font-family: Tahoma,Geneva,sans-serif;">Respite Care– care provided for the child so parents can have a break. <span style="font-family: Tahoma,Geneva,sans-serif;">Resource room –a student may receive his or her special education and related services in the resource room, rather than a general education classroom. <span style="font-family: Tahoma,Geneva,sans-serif;">Special Education –instruction specially designed to meet the unique needs of a student with disabilities, at no cost to parent(s).