Words to Know
Educators sometimes use language that is difficult to understand. If, at any time, you see or hear words
(like “assessment”) or acronyms (like “ESY”) that you don’t understand, immediately ask school
staff to explain them. As an equal partner in planning, you must understand all the information you receive in writing or
hear in a meeting so you can decide what is best for your child. Some words commonly used in educational planning are:
Accommodations
Adjustments made in how a student
with a disability is taught or tested. Accommodations do not change what the student is taught or what he is expected to know.
Common examples of accommodations are: highlighted textbooks, extensions of time for a student who writes slowly, or seating
close to the teacher. Assistive technology is a common accommodation.
Adequate Yearly Progress (AYP)
Under No Child Left Behind, all schools, school
districts, and states are required to show progress in: reading/language arts, math, and either graduation rates or attendance
rates. There are consequences for failing to meet AYP criteria for two consecutive years.
ARD Committee (Admission, Review and
Dismissal Committee)
In Texas, the name for the group made up of a student’s parents and school staff who meet at least
annually to decide whether or not the student has an eligible disability and what special education and related services will
be provided. Its major responsibility is the development of the individual education program (IEP) for students receiving
special education. In Texas, the meetings of these committees are called “ARD meetings.”
Adult Student
Students age 18 and over are
considered to be an adult student unless the student’s parent or other individual has been granted guardianship of the
student under the Texas Probate Code.
Alternative Education Programs (AEPs)
Disciplinary programs operated by school districts for students
who have committed a range of offenses specified in state law and/or in the district's Student Code of Conduct. AEPs operated
by the school district are DAEPs (Disciplinary Alternative Education Programs). AEPs operated by the juvenile
justice system are called Juvenile Justice Alternative Education Programs, or JJAEPs. Students with disabilities
who are in DAEPs or JJAEPs are still entitled to special education services.
Assessment
Assessments are tests given to all students
in the state to evaluate learning. The most common statewide assessment in Texas is the TAKS (Texas Assessment
of Knowledge and Skills). Students receiving special education take the same state and district-wide assessments given to
all students, unless their ARD committee determines a particular test is not appropriate. In that situation, the student will
take an alternative test.
Assistive Technology
An
assistive technology device is any item, piece of equipment or product used to increase, maintain, or improve
the functioning of a student with a disability. Assistive technology devices for students with disabilities include those
used for seating and positioning, mobility, augmentative communication, computer access and instruction, environmental control, adaptive toys and games, visual and listening
aids and self-care. Assistive technology services (including training) assists students with disabilities
in the selection, acquisition or use of an assistive technology device.
Behavior
Intervention Plan (BIP)
A Behavior Intervention Plan, which is part of the IEP, identifies supports and services
that will be provided to prevent inappropriate behaviors from occurring and to support desired behaviors.
Content
Mastery
A type of service to provide extra help to students with disabilities outside the regular classroom.
Content Mastery is defined and used differently from district to district. If content mastery is recommended for your child,
always ask for a description of what services will be provided and where.
Early Intervening Services
IDEA 2004 allows
schools to use up to 15% of IDEA funds for support services for students not identified as having a disability, but who need
additional academic and behavioral supports to succeed in a general education classroom.
ECI (Early Childhood
Intervention)
A statewide program for children from birth to age three who have developmental delays. ECI must make
services available for every eligible child. Early intervention programs are required by Part C of the IDEA.
Education
Service Centers (ESCs)
Education Service Centers are located in each of 20 geographic regions covering the state.
Their main function is to provide training and technical assistance to the school districts located in their region. ESCs
must also include parents in some of its trainings.
ESY (Extended School Year)
Education services provided in
the summer (or over a holiday break) to some students with disabilities who require them as a part of their free appropriate
public education. ESY services are to be provided in accordance with the IEP, and at no cost to the parents.
FAPE (Free
Appropriate Public Education)
Special education and/or related services designed to meet the individual needs
of each student at no cost to the parents, guaranteed to all students with disabilities by the Individuals with Disabilities
Education Act (IDEA).
Highly Qualified Teachers
No Child Left Behind requires each state to require all teachers (including
special education teachers) who teach in “core academic subjects” to be “highly qualified” by the
end of the 2005-06 school year. For specific information about Texas requirements, go to: http://www.tea.state.tx.us/nclb/hqteachers.html
Highly Qualified Professionals
NCLB also sets
new standards for paraprofessionals, including those working in special education. The new requirements apply to all special
education paraprofessionals working in a Title 1 school, or any who provide instructional support in reading, writing, or
math. For specific information, go to: http://www.ed.gov/admins/tchrqual/qual/hqp/hqparas.pdf
IEP (Individual Education Program)
The written plan that details the special education
and related services that must be provided to each student who receives special education. Parents and school personnel work
together to write the IEP at the ARD meeting. It must be reviewed, and revised if needed, every year.
IDEA (Individuals With
Disabilities Education Act)
The federal law requiring school districts to provide students with disabilities a free appropriate
public education.
LRE (Least Restrictive Environment)
The term used in the IDEA to refer to a student’s right to be educated to
the maximum extent appropriate with students who do not have disabilities, and as close to home as possible.
Manifestation Determination
Review (MDR)
A review of the relationship between a student’s disability and behavior that is the subject of disciplinary
action.
Modifications
Modifications, unlike accommodations,
change the level of instruction provided or tested. Modifications create a different standard for the student receiving them.
The most common modifications are those made to the general education curriculum for a student with a cognitive disability.
Curriculum modifications should be in the student’s IEP.
OCR (The Department of Education’s Office for Civil Rights)
The federal agency that enforces
Section 504 of the Rehabilitation Act. OCR looks into complaints about discrimination based upon disability.
PPCD (Preschool Program
for Children with Disabilities)
Public school services for children between the ages of three and five who qualify for special education
services. Students ages 3-5 can receive special education services and support in settings such as a regular preschool in
the community, a Head Start program or a pre-kindergarten class. Options for 3 and 4-year olds cannot be limited to only PPCD
classrooms containing only students with disabilities.
Parent
IDEA 2004 expanded the definition of parent to include: natural, adoptive or foster
parents; guardians (unless the child is a ward of the state); individuals acting in the place of natural or adoptive parents
such as grandparents, stepparents, other relatives with whom the child lives; individuals responsible for the child’s
welfare; and assigned surrogates.
Peer-reviewed research
IDEA 2004 says a special education student’s services should be based on “peer
reviewed research”. The term is not defined, but is assumed to be much like the requirement for “scientifically-based
research” in No Child Left Behind. The intent is for educational decisions to be based on sound methodology, supported
by credible research that supports its effectiveness.
RTI (Response to Intervention)
Refers to consideration of whether a student
has “responded” to appropriate instructional techniques (i.e., “interventions”) before determining
the student has a disability.
Section 504
The common name for the federal law that prohibits discrimination against students
with disabilities. Section 504 (of Public Law 93-112, the Rehabilitation Act of 1973) applies to any agency (including a school
district) that receives federal money.
Special Education Rules and Regulations
The document produced by TEA that contains the state
and federal rules and regulations Texas school districts must follow in providing special education services. In some cases,
state rules give families additional rights beyond the federal law and regulations.
Supplementary Aids and Services
The term used in IDEA to describe
those aids, services, and other supports provided in regular education classes, or other school settings, to enable a student
with a disability to be educated with students who do not have disabilities. Schools must try supplementary aids and services
before recommending removal of a student with a disability from a setting with non-disabled peers.
TEA (Texas Education Agency)
The state agency ultimately
responsible for making sure every student with a disability receives a free appropriate public education.
Texas Essential Knowledge & Skills (TEKS) Curriculum
The state-mandated curriculum for each grade level in Texas public schools. TEKS
should be considered the “general education curriculum” referenced in the IDEA. Parents should request (or download)
a copy of TEKS for their child’s age-appropriate grade level to use in developing their IEP.
Modified TEKS Curriculum: TEKS taught using adaptions
and modifications in instructional strategies to address needs of some students with disabilities.
Alternate TEKS Curriculum: TEKS significantly modified
to meet the functional level of students with significant disabilities who take the LDDA (Locally Developed Alternative Assessment).
Sometimes referred to as the “alternate curriculum.”
Universal design
A way of designing products and services so they can be
used by people with the widest possible range of abilities.
