List of Definitions
Accommodations
Affective Behavior
Annual Goals
Assessments
Assistive Technology Device (ATD)
Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing
Benchmark
Behavior Intervention Plan
Decoding Skills
Developmental Delay (DD)
Differentiated Instruction
Educational Advocate
Exceptionality
Extended School Year (ESY)
Fine Motor Skills
Functional Behavior Assessment (FBA)
Gross Motor
Individualized Family Service Plan (IFSP)
Individualized Education Program (IEP)
Modification
Occupational Therapy (OT)
Perceptual Motor Skills
Physical Therapy (PT)
Progress Reports
Phonemic Awareness
Regression/Recoupment
Related Services
Special Education
Speech Therapy
Transition Planning
Visual Processing
Vocational Rehabilitation
Provisions made in how a student accesses and demonstrates learning. These do not substantially change the instruction level, content, or performance criteria. Made to provide equal access to learning and equal access to demonstrate what is known.
Skills in understanding one’s own and others’ feelings and emotions in order to act and interact appropriately with others.
Describe the educational performance to be achieved by a student by the end of the IEP year.
Adaptive Physical Education (APE)
Involves modifications/accommodations when locomotor and/or object-control skills are significantly delayed as compared to same-aged peers.
The process of gathering and carefully interpreting information about a child using a variety of formal tests and informal observation that provides guidance in developing an educational program.
**Criterion Referenced Test (CRT) - A non-standardized test that measures specific knowledge or content a student has learned or not learned.
**Curriculum Based Measurement (CBM) – A standardized assessment that utilizes the district curriculum to measure student performance as compared to individual school norms.
**Kansas Alternate Assessment – A comprehensive evaluation designed for students with the most significant disabilities for whom the Kansas assessments, even with accommodations or modifications, are not appropriate.
**Kansas Modified Assessment – An evaluation for students who perform at or below the 4.0 percentile rank, yet do not qualify for the Kansas Alternate Assessment.
Equipment that helps students perform daily living tasks, communicate with others, participate in the educational process, join in recreational activities and/or work. Using these tools can help students become more independent.
Both disorders are characterized by inattention and behavior exhibited with little or no thought given to the consequence of the action or to the extent that they disrupt the learning of the student or others. Each condition has onset before age seven and is exhibited continually over a period of at least six months. While ADD is manifested through introverted behaviors, ADHD is demonstrated by impulsivity.
The ability to process and/or understand information taken in through the ears. Children who have auditory processing difficulties may experience problems in language development including reading, spelling, speech, and the ability to understand verbal instructions.
Levels of academic performance used as checkpoints to monitor progress toward performance goals and/or academic standards.
An outline of positive behavioral supports and intervention strategies, designed by the IEP team to prevent problem behavior that hinders the student’s learning or that of others.
Skills that are needed to identify letters and words, either spoken or written, and understand their meaning in the setting they are used.
Used to describe the development of children who are not able to perform skills other children of the same age are usually able to perform.
Consistently using a variety of instructional approaches to the content, process, and/or products in response to learning styles and interest of academically diverse students.
Appointed for students ages three to eighteen who are in the custody of SRS, the Department of Corrections (DOC), or the Juvenile Justice Authority (JJA); are receiving special education services or need an evaluation to determine eligibility for services; and whose parents are unknown or unavailable, whose parents’ rights have been terminated, or whose parents have a court order of “no contact” against them.
Includes children with disabilities and/or giftedness.
Additional instructional time is provided to the student so the student will not significantly lose skills that he/she has already learned. The IEP is the guiding document for ESY and should be considered at initial, annual, and triennial reviews.
Small muscle development involving the integration of the student’s vision and the use of his/her hands.
A hypothesis of a student’s purpose in exhibiting negative behaviors. An FBA answers the questions of when, where, and why challenging behaviors occur. It is developed using input from those who know and work with the student, and is used to assist in the development of a behavior intervention plan.
The ability to use large muscles in a purposeful manner such as walking, jumping, and bending over.
An individual plan written by a local agency responsible for a student’s education from birth to three years of age.
A written plan for a student with disabilities that is developed collaboratively with the parents, student (when appropriate), the school, and other agencies as appropriate.
Altering the length, content and scope in which assignments or tests are to be completed to allow a student with a disabling condition to complete the approved curriculum.
A therapy or treatment that helps individual development of skills that will aid in daily living, perceptual motor skills, and sensory motor skills.
The ability to perceive a situation, evaluate it, and decide on what action to take (e.g. copying shapes or crossing a street).
Therapeutic interventions that focus on the treatment of impairments including decreased strength, low endurance, limited range of motion, poor balance or posture, and developmental delay.
Information regarding a student’s progress toward the annual IEP goals must be shared with the parents at least as often as parents of non-disabled students are informed of their student’s progress.
The awareness that language is composed of small sounds and the ability to manipulate these sounds.
The amount of loss of skills a child experiences over an instructional break (primarily summer vacation) and the length of time it takes him/her to recover the lost skills.
Includes such services as transportation, speech-language therapy, audiology services, psychological services, physical and occupational therapy, social work, and counseling services.
Specially designed instruction, at no cost to the parent, to meet the identified needs of a student with disabilities.
The process for remediation of speech disorders, such as stuttering, lisping, misarticulation, conducted by a qualified speech pathologist on a one-to-one or small group basis.
A process in which the student, family members, friends, and professionals come together to develop and implement a plan of action that will help students lead active, productive adult lives.
The ability to process and/or understand what one sees. Children who have visual processing difficulties may experience problems in academic subjects including reading, spelling, math, and the ability to understand written instructions.
Services to help people with disabilities become gainfully employed and self-sufficient. Services include counseling and guidance, physical and mental restoration, training, rehabilitation technology; job placement, job coaching and ongoing support.
