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Asperger syndrome

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Asperger syndrome is often considered a high functioning form of autism. It can lead to difficulty interacting socially, repeat behaviors, and clumsiness.

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Autism

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A developmental disability, significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance.

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Behavior Intervention Plan (BIP)

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A plan to address problem behavior that includes, as appropriate, positive behavioral interventions, strategies and supports, program modifications and supplementary aids and services that may be required to address the problem behavior

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Cognitive delay

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refers to a developmental lag. That means that an individual's cognitive abilities do not match the expectations of their chronological age.

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Content knowledge

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Knowledge about the actual subject matter that is to be learned or taught.

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Co-teaching

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Classrooms include students with and without disabilities and have two teachers, a general education teacher and a special education teacher.

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Comprehension

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is the ability to read text, process it and understand its meaning

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Decoding

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Decoding is the ability to apply your knowledge of letter sound relationships, including knowledge of letter patterns, to correctly pronounce written words.

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ELLs or English Language Learners

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is a person who is learning the English language in addition to their native language.

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Fluency

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Fluency is the ability to read a text accurately and quickly. Fluency involves accuracy, prosody and speed. Fluent reading approaches the speed of speech.

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Functional Behavioral Assessment (FBA)

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A problem-solving process for addressing student problem behavior. FBA relies on a variety of techniques and strategies to identify the reasons for a specific behavior and to help IEP Teams select interventions that directly address the problem behavior.

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IEP or Individualized Education Plan

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The IEP documents a child's eligibility for special education services and formalizes the school system's plan to provide special education services that are appropriate for his or her unique needs. It contains specific information about the child and the education program designed to meet these needs.

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Inclusion setting

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Under the inclusion model, students with special needs spend most or all of their time with non-disabled students.

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Instructional scaffolding

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Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).

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Maintenance bilingual program

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The goal of this program is to preserve and enhance students' skills in the mother tongue while they acquire a second language.

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Mandated Reporter

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People who have regular contact with vulnerable people such as children, disabled persons and senior citizens and are therefore legally required to report (or cause a report to be made) when abuse is observed or suspected.

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Oral proficiency

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Language proficiency has been defined as the ability to use language accurately and appropriately in its oral and written forms in a variety of settings (Cloud, Genesee & Hamayan, 2000).

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Paraprofessional

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A person who provides assistance (e.g., behavior management, health services, transportation or toileting, awaiting placement services, alternate placement services, or sign-language interpretation) either to the entire class or an individual or group of students.

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Phonemic awareness

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is the ability to hear, identify, and manipulate individual sounds — phonemes — in spoken words.

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Phonics

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Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.

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Resource room

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A separate, remedial classroom in a school where students with educational disabilities, such as specific learning disabilities, are given direct, specialized instruction and academic remediation and assistance with homework and related assignments as individuals or in groups.

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Response to Intervention (RTI)

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A method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty

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Structured immersion program

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Structured immersion programs focus on developing second language abilities of students who speak a minority language (Spanish speakers learning English).

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Transitional bilingual program

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The goal is to prepare students to enter mainstream English classrooms (a transition usually completed within two or three years) by providing a portion of instruction in children's native language to help them keep up in school subjects, while they study English in programs designed for second-language learners.

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Vocabulary

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refers to the words we must know to communicate effectively. Oral vocabulary refers to words that we use in speaking or recognize in listening.

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Culturally Relevant Classroom Environment

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Classroom environments that provide excellent teaching for students of diverse backgrounds so as to achieve academic success, develop/maintain cultural competence, and develop a critical consciousness.

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Universal Design

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School/classroom/technology arrangements that consider the needs of all student users in the design of (technology related) learning programs, e.g., devising ways to help all students access information from the web regardless of physical limitation, like blindness.

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patterns of first- and second-language acquisition

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Language learners typically acquire a new language in similar stages of development. How we learn our first language differs from learning additional languages but there are similarities in developing skills in speaking, listening, reading, and writing.

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cognitive learning styles

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Cognitive learning styles are the information processing habits of an individual and include one's typical mode of thinking, perceiving, remembering, or problem solving. Cognitive style is usually described as a personality dimension which influences attitudes, values, and social interaction. Numerous strategies exist to assist improving the learning environment and interaction in the classroom for students with diverse cognitive learning styles

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cultural background

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The cultural background of each individual also influences how one thinks, learns, and behaves. This has a specific impact on children's attitudes and expectations around school. As most ELLs come from unique cultural backgrounds, therefore, it is imperative that teachers build their own awareness and knowledge of their students' background to integrate, support, and value within their education. This means that teachers use students' own backgrounds and knowledge to build bridges to content understandings

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exceptionalities

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As with all children, there are exceptional cases where certain ELLs may not develop language abilities in the same way as most children. Some ELLs may have specific language learning delays or disabilities. It is important to be able to distinguish language disabilities from normal second language development. prior experiences with the second language It is important to evaluate ELLs previous expe

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prior experiences with the second language

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It is important to evaluate ELLs previous experience learning English to better understand how long each student has been learning English, the types or supports received and specific strengths and weakness.

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interrupted, limited, or no formal education (SIFE)

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Many ELLs have not received consistent formal education due to immigration, these students are sometime referred to as 'students with interrupted formal education' (SIFE). Unique considerations and accommodations must be given to these students as they are at risk for academic difficulties and are performing below grade level expectations.

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classroom environment

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It is important to create a learning environment where ELLs feel represented and valued, bringing their cultures into the classroom in a meaningful way. By creating a "culturally relevant" learning environment all students benefit from understanding how their learning relates to different cultures.

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primary language

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The primary, or first, language of ELLs, sometimes referred to as L1. Primary language should be supported and developed in the school. Research has clearly demonstrated the benefits of utilizing children's language abilities in their first language to promote second language and content area knowledge.

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literacy in the primary language

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Children who have developed literacy and have more experience with reading and writing in their first language are more likely to develop second language literacy skills faster and with greater ease. It is important to build on children's literacy skills they have developed in their primary language.

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types and benefits of bilingualism

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Bilingual children differ in many ways and can be characterized by multiple criteria. who learn both languages from birth as are considered simultaneous bilinguals and those who learn an additional language after their first language has been acquired, are sequential bilinguals. An individual with age-appropriate proficiency in both languages is often considered a balanced bilingual, whereas individuals with proficiency stronger in one of their languages and limited in the other language are considered to be a language dominant.

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types and benefits of bilingual programs

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The most typical forms of types of bilingual programs include transitional, developmental and dual language programs

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Transitional Bilingual Education (TBE)

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Instruction in children's native language is used to help ELLs progress academically, in content areas while they acquire English. The main focus of TBE is to acquire English Language. Transition occurs when students are able to be taught in English only: an exam is given. Students usually become literate in English only.

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Developmental Bilingual Education

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The child's native language accompanied by education in English for an extended duration. The goal is to develop literacy in the child's native language first, and transfer these skills to the second language.

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Dual Language Programs (Two-way immersion)

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Designed to help native and nonnative English speakers achieve bilingualism and biliteracy as well as cross-cultural competence, and academic proficiency. Both language are taught. Students become literate in both language.

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legal rights of English Language Learners

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The 1974 Supreme Court decision in Lau v. Nichols is the landmark statement of the rights of language-minority students, decreeing that limited English language learners must be provided language support. It calls for some form of effective educational programming to open access to instruction for ELLs.

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transfer literacy skills

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Children who have develop reading skills in their first language are able to apply these same skills when reading in their second language.

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research-based instructional strategies

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Strategies and principles that are derived from research evidence and shown to be effective.

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scaffolding

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Scaffolding uses consistent, targeted guidance by modeling tasks and language, and by building background knowledge and offering ongoing feedback. Scaffolding reduces the complexity of a task and assists learners in progressing to the next stage or level.

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authentic tasks

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Authentic activities are built around topics or issues of interest to the students and incorporate tasks that replicate real-world communication contexts and situations

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Deaf-Blindness

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A simultaneous significant hearing loss and significant vision loss.

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Emotional Disturbance (ED)

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Significant problems in the social-emotional area to a degree that learning is negatively affected.

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Mental Retardation (MR) or Intellectual Disability

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Significant limitations in intellectual ability and adaptive behavior; this disability occurs in a range of severity.

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Developmental Delay

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A nonspecific disability category that states may choose to use as an alternative to specific disability labels for students up to age 9.

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Dyslexia

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A language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder

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Dyscalculia

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A mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.

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Dysgraphia

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A writing disability in which a person finds it hard to form letters or write within a defined space.

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Auditory and Visual Processing Disorders

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Sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.

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Nonverbal Learning Disabilities

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A neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.

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Assessment

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The process of gathering information to monitor progress and make educational decisions. The most common ways to assess are through standardized tests, commercially produced tests, high stakes state tests and informal teacher created tests.

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Curriculum-based Assessment (CBA)

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Method of measuring the level of achievement of students in terms of what they are taught in the classroom.

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Universal Design of Lesson

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The design of instructional materials, methods, and assessments that are compatible with a diverse range of student needs and minimize the need for labor-intensive adaptations. Also, called Accessibility or Access.

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Assistive Technology

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Any piece of equipment that is used to increase, maintain or improve the functional capabilities of a child with a disability

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INCLUDE

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A strategy for accommodating students with special needs in the classroom. It has seven steps: Identify classroom demands, Note student strengths and needs, Check for success, Look for problem areas, Use information to brainstorm, Differentiate instruction and Evaluate progress

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Differentiated Instruction

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A form of instruction that meets students' diverse needs by providing materials and tasks of varied levels of difficulty, with varying degrees of support through multiple instruction groups and time variations.

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Special Education Teachers

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Referred to as Intervention Specialist. Teacher's primary responsibility is delivering and managing the delivery of special education services to students with disabilities.

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School Psychologists

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Specialists with expertise to give individual assessments of students in cognitive, academic, social, emotional, and behavioral domains. This professional also designs strategies to address students' academic and social behavior problems.

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Counselor

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Specialist with expertise in meeting students' social and affective needs Speech and Language Therapist Specialist with expertise in meeting students' communication needs, including articulation and language development

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Social Worker

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Specialist with expertise in meting students' social needs and fostering working relationships with families.

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Paraprofessional

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Noncertified staff member employed to assist certified staff in carrying out education programs and otherwise help in the instruction of students with disabilities

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Occupational Therapist

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Specialist with expertise in meeting students' needs in fine motor skills, including self-help skills such as feeding and dressing

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Physical Therapist

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Specialist with expertise in meeting students' needs in gross motor skills, large muscle activities.

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Adaptive Physical Educator

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Designs special education activities for students with physical health or other special needs that affect participation in the traditional programs.

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Advocate

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Serves as an advisor and sometimes represents parents at meetings related to their children with disabilities.

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Intervention Assistance Team

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A team, usually includes general education teachers, special service personal and an administrator, that analyzes the strengths and challenges of referred students to identify strategies to address difficulties.

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Individuals with Disabilities Education Act (IDEA)

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Law to ensure that children with disabilities have the opportunity to receive a free appropriate public education (FAPE).

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Confidentiality and FERPA

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Family Educational Rights and Privacy Act - A federal law that mandates that educational agencies and institutions must provide students with access to their educational records and some control over the disclosure of information from the records

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Section 504

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The section of the Vocational Rehabilitation Act of 1973 that prohibits discrimination against all individuals with disabilities in programs that receive federal funds

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504 Plan

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A legal document that outlines a plan of instructional services for students in the general education setting. Students with ADHD often have a 504 plan. While not an IEP, the document usually describes the types of accommodations that will be made for a student in school.

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Least Restrictive Environment (LRE)

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The setting as similar as possible to that for students without disabilities in which students with disabilities can be educated, with appropriate supports provided.

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Individualized Education Plan (IEP)

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Document that outlines all the special education services that a student is to receive.

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Response to Intervention (RtI)

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An approach for the identification of learning disabilities based on whether student learning progress improves or fails to improve after the student receives increasingly intense, researchbased interventions.

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Universal Screening

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The process used in RtI to assess all students to identify those who are having difficulty learning despite evidence based Tier I instruction.

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Tier 1 Instruction

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Instruction in RtI that is evidence based and provided to all students in a classroom.

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Tier 2 Instruction

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Instruction in small group sessions that provide extra practice of targeted skills and content covered in Tier 1.

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Tier 3 Instruction

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Highly intensive instruction matched to the individual needs of students who continue to struggle, despite well delivered evidence-based instruction in Tier 2

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Positive Behavior Interventions and Supports (PBIS)

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Strategies for preventing behavior challenges as well as techniques for addressing common and intensive behavior problems; PBIS is based on clearly defined outcomes, behavioral science, research-validated practices and systematic approaches. They are grouped by their intensity. Primary Prevention, Secondary Prevention and Tertiary Prevention (Individual Level)

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Behavior Intervention Plan (BIP

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A detailed strategy, developed on the basis of a functional behavior assessment, to address significant behavior problems.

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Functional Behavior Assessment (FBA)

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The process of gathering detailed data on student's behavior and the context in which it occurs so that a Behavior Intervention Plan can be created.

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IEP Components

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Present Level of Performance, Annual Goals and Short Term Objectives, Extent of Participation in General Education, Services and Modifications Needed, Behavior Intervention Plan (BIP)

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Direction Instruction

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Research-based instructional approach in which the teacher presents subject matters using a review of previously taught information, presentation of new concepts or skills, guided practice, feedback and correction, independent student practice an frequent review.

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Guided Instruction or Practice

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A technique for providing students with verbal or written prompts when attempting a new or challenging skill.

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Inclusion

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Students with disabilities are integrated into the general education setting whether or not they can meet the traditional curricular standards.

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Academic Language

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Language used in classroom, workplace, textbooks and assessments. Students who master academic language are more likely to be successful in school.

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Social Language

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Everyday speech used at home, playground and day to day activities.

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