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| (Education of All Handicapped Children Act) In 1975, Congress passed Public Law 94-142 (Education of All Handicapped Children Act), now codified as IDEA (Individuals with Disabilities Education Act). in order to receive federal funds, states must develop and enforce policies that guarantees a free appropriate public education (FAPE) to all children with disabilities. |
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| is a federal law that expands services for children from birth to five years old who need special education. |
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| provides federal money to assist state and local agencies in educating handicapped children, and conditions such funding upon a State's cooperation with extensive goals and procedures |
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| spells out how a school plans to meet an exceptional student’s needs, and the plan must be approved by the student’s parents or guardian. |
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| is both a process and a document. The IFSP process consists of the gathering, sharing, and exchange of information between families and staff to enable families to make informed choices about the early intervention services they want for their children |
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| Individualized Family Service Plan |
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Definition
| the focus is family centered; it addresses the needs the needs of the individual child who has a disability, and focuses on the child’s family by identifying what services the family needs to enhance the child’s development. |
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| emphasis on the individual’s behavior is best understood in the context of the family and their behavior is best understood in the context of other social systems. |
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| families are healthier if they have moderate degrees of cohesion and adaptability. |
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| are the numerous routines in which families engage to meet their many and diverse needs- economic, daily care, social, medical, and educational. |
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| a family systems model that consists of birth and early childhood, childhood, adolescence, and adulthood. |
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| the "emotional bonding that family members have toward one another" (Olson, Russell, and Sprengkle 1984, 60). Specific indicators for measuring the family cohesion dimension are emotional bonding, boundaries, coalitions, time, space, friends, decision-making, and interests and recreation. |
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| conceptualized as the family's ability to flexibly respond to various situations including changes in power structure, discipline, rules and negotiation styles |
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| means that one person has the authority, granted by the courts, to make decisions for another person. |
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| emotional, informational, or material aid that is provided to persons in need. |
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| Positive Behavior Supports |
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Definition
| the use of science of behavior to find ways to support desirable behavior rather than punishing undesirable behavior. Ex. Positive reinforcement is intended to support a student’s appropriate or desirable behavior. |
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| a system of communication between the teacher and parents. |
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| convient for students and teachers. They are less formal than home notes and particularly appropriate for students who see multiple professionals. Teachers and other professionals such as speech and physical therapists can write brief messages to the parents and vice versa. Also, it allows the different professionals to keep track of what each is doing with the student. |
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| the action that results in benefit to one or more persons. Method parents of students with disabilities can use to obtain needed or improved services. |
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| aims to change educational institutions and curricula so they will provide equal educational opportunities. |
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| a culture that is associated with or part of a larger culture; a culture that is not the entire culture of a nation or other entity. Sometimes called “microculture,” but a subculture is not necessarily small or a minority of a larger culture. This includes various political parties, ethic identities, gender, sexual orientation, age, and disability. Some are voluntary (religion, political party) and some are involuntary (skin, color, gender). |
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| an instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates on specific skills as directed by their teacher. Helps students who are not proficient in English to learn English more efficiently. Also mproves important reading skills. |
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| curriculum-based assessment |
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Definition
| contrasts sharply with traditional testing which students are tested infrequently and may never before seen speicifc items on the test. Used to determine students’ responsiveness. Useful for teachiers than traditional testing and decreases the likelihood of cultural bias. |
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| provides curriculum that is introduced within an instructional framework that is culturally compatible with black and white students. |
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| an approach to teaching language-minority pupils in which the students’ native language is used for most of the day and English is taught as a separate subject. |
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| students receive instruction in English for most of the school day from the beginning of their schooling. |
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| the teacher assists the student in learning a task and then phases out the help as the student learns to use the strategy immediately. |
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| tactics that help aid memory, such as rhymes or images. |
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| the student sees the teacher use a learning strategy and then tries it out. |
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| students of different abilities and cultural characteristics work together as a team, fostering interdependence. A teacher might group students with the different abilities (some might have disabilities) to work together on assignments. |
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| A condition in which a person has an IQ that is below average and that affects an individual's learning, behavior, and development. This condition is present from birth. IQ less than 70. |
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| resources in a person’s environment that can be used for support, such as friends, family, co-workers. |
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| social and practical intelligence people have learned so they can function in their everyday lives. Ex. Some students might scored low on IQ tests, but can still be “streetwise”-being able to cope, an after school job or how to deal with friends. |
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Definition
| basis of AAID classification scheme; characterizes the amount of support needed for someone with intellectual disability to function as competently as possible as intermittent, limited, extensive or pervasive. |
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| ability to solve everyday problems such as preparing meals, using transportation, using internet, solving problems at work, etc. |
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| ability to understand and interpret people and social interactions. Ex.being able to “read” emotions, not being gullible or manipulated. |
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| Cultural-Familial Retardation |
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Definition
| Subnormal general intellectual functioning, usually borderline or mild, presumably on the basis of some degree of environmental deprivation resulting from familial retardation as evidenced by its presence in one parent and one or more siblings. |
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Definition
| involves an anomaly at the 21st pair of chromosomes. Also referred to as trisomy 21. |
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| type of down syndrome in which the 21st chromosome is a triplet, making 47 rather than 46 in all. |
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Definition
| caused by the absence of material on the 7th pair of chromosomes. People usually have intellectual disabilities in the mild to moderate range. Also have heart defects, unusual sensitivity to sounds and “elfin” facial features. |
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| most common known hereditary cause of intellectual disabilities. Occurs 1 in 4000 males, 1 in 6000 females. It is associated with the X chromosome in the 23rd pair of chromosomes. Can result in a number of physical anomalies as well as intellectual disabilities, thought to be the most common hereditary cause of intellectual disability. |
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| have inherited from their father a lack of genetic material on the 15th pair of chromosomes. Leading genetic cause of obesity; degree of intellectual disability varies, but the majority fall within the mildly intellectually disabled range. |
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| involves the inability of the body to convert a common dietary substance- phenylalanine to tyrosine; an accumulation of phenylalanine results in abnormal brain development. Babies with PKU are immediately put on a special diet, which prevents the intellectual disabilities. Go off diet, have a high risk of having intellectual disability. |
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| most dangerous during the fist 3 months of pregnancy. If it occurs, can cause serious deformity in the fetus. |
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| the head is abnormally small and conical in shape. The intellectual disability that results usually ranges from severe to profound. There is no specific treatment for this, and life expectancy is short. |
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| condition characterized by enlargement of the head because of excessive pressure of the cerebrospinal fluid. |
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| includes a range of disorders in children born to women who have consumed excessive amounts of alcohol while pregnant. |
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| complete deprivation of oxygen; can cause brain injury. |
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| age level which a person is functioning. Used in comparison to chronological to determine IQ. IQ= mental age dive by chronological age * 100. |
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| the ability to remember info while also performing other cognitive operations. Ex. Trying to remember an address while listening to instructions on how to get there. |
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| a broad term referring to an individual’s ability to regulate his or her behavior. Ex. To employ strategies to help in a problem solving situation. |
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| the tendency to fail to act to escape from a situation because of the history of repeated failures in the past |
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| find general patterns of behavioral characteristics. Ex. A collection of behaviors include cognitive, language and social behaviors. Tend to occur together in people with a specific genetic syndrome. |
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| thought of willingness to accomplish a goal. |
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| practical skills such as reading a newspaper or telephone book rather than academic learning skills. Basically teaching academics in the context of daily living skills. |
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| teaching that involves instructional prompts, |
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| Functional Behavioral Assessment |
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Definition
| involves determining the consequences, antecedents and setting events that maintain such behaviors. Basically finding out what purpose the behavior serves and what triggers the behaviors. |
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| Positive Behavioral Support |
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Definition
| systematic use of behavior to find ways to supporting desirable behaviors rather than punishing undesirable behaviors. Positive reinforcement such as rewarding are intended to support a student’s appropriate or desirable behavior. |
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| refers to how old a person is. |
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| Community Residential Facility |
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| a place usually a group home in an urban or residential neighborhood where3 to 10 adults with intellectual disabilities live under supervision. Ex. Clearbrook. |
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| persons with intellectual disabilities receive supports to live in more natural, no institutional settings, such as their home or apartment. Reports of higher self determination with people in this area. |
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| the traditional job-training environment for adults with intellectual disabilities. In this place, they can learn skills, can be either a permanent placement or a transitional placement before a person obtains a job in the competitive job market. |
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| Supported Competitive Employment |
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Definition
| the person with intellectual disabilities has a competitive employment position but receives ongoing assistance, often from a job coach. |
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| Inborn Errors of Metabolism |
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Definition
| result from inherited deficiencies in enzymes used to metabolize basic substances in the body, such as amino acids, carbohydrates, vitamins or trace elements. One of the most common is PKU. |
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Definition
| a social movement of the 1960s and 1970s whereby large numbers of persons with intellectual disabilities and/or mental illness were moved from large mental institutions into smaller community homes or into the homes of their families; recognized as a major catalyst for integrating persons with disabilities into society. |
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| the philosophy that we should use “means which are as culturally normative as possible, in order to establish and/or maintain personal behaviors and characteristics which are as culturally normative as possible.” The idea is that the barriers to participation of people with disabilities in normal life should be broken down; both the means and the ends of education for students with disabilities should be as much like those for nondisabled students as possible. |
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| all students with disabilities are placed in their neighborhood schools in general education classrooms for the entire day; general education teachers have the primary responsibility for students with disabilities. |
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| a legal term referring to the fact that exceptional children must be educated in as normal an environment as possible. |
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| the full range of alternative placements, from those assumed to be least restrictive to those considered most restrictive; the continuum ranges from general education classrooms in neighborhood schools to resource rooms, self contained classes, special day schools, residential schools, hospital schools and home instruction. |
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| special education programs in which students with disabilities leave the general education classroom for part or all of the school day (e.g. to go to a special class or resource room). |
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| Disability Rights Movement |
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| patterned after the civil rights movement of the 1960s. |
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| a term used by activists who fault the unequal treatment of individuals with disabilities. This term is parallel to the term racism, coined by those who fault unequal treatment based on race. |
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| . teams composed of a variety of professionals, especially general and special educators, who work with general education classroom teachers to come up with strategies for teaching difficult to teach children. Designed to influence general educators to take ownership of difficult to teach students and to minimize inappropriate referrals to special education. |
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| Collaborative Consultation |
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Definition
| the special education teacher or psychologist acts as an expert who provides advice to the general education teacher. |
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| an approach in which general educators and special educators teach together in the general classroom; helps the special educator know the context of the general education classroom better. |
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| a teaching approach in which the teacher places students who have disabilities with nondisabled students to work together on assignments. |
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| Peer-Mediated Instruction |
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Definition
| use of a student’s classroom peer(s) to assist teaching an academic or social skill. |
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Definition
| a method that can be used to integrate students with disabilities in general education classrooms. Based on the notion that students can effectively tutor one another, the role of learner or teacher is assigned to either the student with a disability or the nondisabled student. |
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Term
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Definition
| an instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates on specific skills directed by their teacher. |
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| means having students with disabilities participate, on a reduced basis, in virtually all activities experienced by all students in the general education classroom. |
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| “Standards-Based” Reforms |
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Definition
| debate on whether setting the bar for students with disabilities are “fair” to other students. |
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| NCLB- The No Child Left Behind Act |
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Definition
| requires that all children be assessed each year in order to show adequate yearly progress in reading and mathematics. Schools must test at least ninety-five percent of the various subgroups of children. |
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| the design of new buildings and tools to make them usable by the widest possible population of potential users. |
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| a term used to say that students with disabilities are significantly behind the norm for development in one or more areas such as motor, cognitive or language development. |
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| a method of integrating people with disabilities who can’t work independently into competitive employment |
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| someone who places an individual with disabilities by providing vocational assessment, instruction, overall planning, and interaction assistance with employers, family and related government and service agencies. |
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| thought of willingness to accomplish a goal. |
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| . a school policy supported by federal and state laws, that having possession of any weapon or drug on school property will result in a given penalty (suspension or expulsion) regardless of the nature of that weapon or drug. |
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| program delivered primarily in a student’s home rather than in a school or center. |
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| a program implemented primarily in a school or center, not in the student’s home. |
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| Manifestation Determination |
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Definition
| determination that a student’s misbehavior is or is not a manifestation of a disability. |
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| Functional Behavioral Assessment |
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Definition
| evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintain inappropriate behaviors. |
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| the condition of being unable to perform as a consequence of physical or mental unfitness; "reading disability"; "hearing impairment" |
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| the condition of being unable to perform as a consequence of physical or mental unfitness; "reading disability"; "hearing impairment" |
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| a classroom setting in which children with special needs are placed with other children with similar needs. Often, a child who has been mainstreamed will move between two different classes during the day, one in the regular classroom and the other in the self-contained classroom |
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Definition
| are traveling schoolteachers. They are sometimes specialized to work in the field of special education, which provides individual tutoring to students with visual or hearing impairments. |
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Term
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Definition
| “Individuals with Disabilities Education Act” is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It was first enacted in 1975 as the Education for all Handicapped Children Act. The comprehensive law governs the education of students with disabilities. |
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| (Americans with Disabilities Act) ensures the right of individuals with disabilities to nondiscriminatory treatment in other aspects of their lives; it provides protections of civil rights in the specific areas of employment, transportation, public accommodations, state and local government and telecommunications. It protects people with disabilities against discrimination when coming across with a broad range of activities. |
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