Glossary
ABC: method of observing and analyzing a child’s challenging behavior by considering the antecedent to the behavior, the behavior, and the consequence of the behavior
academic achievement tests: measures of a child’s basic academic skills compared with other children the same age
access: policies put in place to make sure every student has an equal opportunity to take full advantage of an education; includes physical access, social and emotional access, and access to high-quality curriculum used by all learners
aided communication: the use of objects, pictures, photos, or specific devices to communicate
assistive technology (AT): specialized technology used as an individualized intervention to aid children’s communication and learning
augmentative and alternative communication (AAC): devices that help children communicate, such as a picture board
behavior intervention plan (BIP): an individualized plan for addressing a child’s challenging behavior by teaching missing skills and reinforcing appropriate replacement behaviors
braille: a system of raised dots that are read with the fingers
Child Find: a system required by IDEA to locate children who may have a disability and who would benefit from the state’s early intervention or special education services
cognitive assessments: measures of a child’s thinking, problem-solving skills, and overall ability and potential to learn compared to other children the same age; commonly referred to as intelligence quotient (IQ) tests
co-teaching: teaching arrangement in which a special education teacher and a general education teacher share teaching duties and responsibilities all day or for part of the day
developmental delay: a significant lag in achievement of developmental milestones
developmental disability: a severe, chronic mental or physical impairment (or both) that originates at birth or during childhood; is expected to continue indefinitely; and substantially restricts the individual’s functioning in major life activities
developmentally appropriate practice (DAP): an approach to teaching based on research on how young children develop and learn and on what is known about effective early education. The approach takes into account children’s age and developmental status, their unique strengths and needs, and the social and cultural contexts in which they live.
disability: a physical or mental condition that impacts the way the body works or develops, and significantly limits a person’s abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and/or learning
embedded learning: intentionally creating opportunities to work on specific therapeutic goals during classroom routines and activities
evidence-based practice (EBP): an intervention method proven to be consistently effective by scientifically based research
expressive language: the ways in which people use words or other means to communicate, like talking, gesturing, or signing
functional behavioral assessment (FBA): a process of gathering and analyzing data on a child’s challenging behavior to identify why the behavior is occurring and what interventions decrease it
global developmental delay: a delay in at least two areas of development
identity-first language: a way of referring to an individual with a disability preferred by some people who have a disability; uses the disability word first to indicate that the disability is an important part of the individual (Deaf person, autistic person)
Individualized Education Program (IEP): written plan outlining a child’s learning goals and services to be provided to meet the child’s educational needs
Individualized Family Service Plan (IFSP): written plan for providing early intervention services for a young child and her family
inclusion: the practice of educating children with disabilities alongside their same-age peers who do not have disabilities
interdisciplinary team: a team of professionals who specialize in working with and evaluating a child to see if there is reason to suspect a delay or disability
least restrictive environment (LRE): the educational setting that allows a child, to the maximum extent possible, to be educated with his same-age peers who do not have disabilities
natural environment: any setting a child would typically be in if she did not have a disability, such as the home or a child care center
occupational therapy: services provided by a specialist to help children develop small motor skills for writing, performing self-care routines (eating and dressing), and other tasks that use the fingers and hands. An occupational therapist might also work with a child who has sensory issues.
participation: to be part of the same classroom routines and activities with the same materials as children without disabilities; includes physical and communication participation
physical therapy: services provided by a specialist to help children develop large motor skills, balance, and coordination so children can move as independently as possible
people-first language: a way of referring to an individual with a disability that focuses on the person rather than the disability (child with autism spectrum disorder)
pragmatics: the use and context of social language
progress: a child’s growth and development over time, showing movement toward learning goals, standards, and IFSP/IEP goals
receptive language: understanding the words other people use
referral: a formal request to begin the early intervention or special education evaluation process; can be made by families, physicians, or teachers
response to intervention (RTI): a K–12 framework for providing children with systematic, targeted interventions before they fall so far behind academically that they qualify for special education
sensory integration therapy: a therapeutic approach designed to help a child with sensory processing issues learn to integrate and regulate sensory information; may include calming activities like deep pressure or activities that provide sensory stimulation, like spinning and bouncing
sensory processing issues: difficulty handling and responding to sensory information
service coordinator: individual assigned to assist families with accessing services and to explain and ensure their rights that are required by IDEA Part C
speech-language therapy: services provided by a specialist in speech and language skills to help children develop both expressive and receptive vocabularies
total communication: a combination of several methods of communication, such as listening, lip reading, facial expressions, gesturing, signing, and speaking
unaided communication: use of the body, including gestures, facial expressions, and hands (sign language), to communicate
universal design (UD): designing materials, products, and environments to be used by the greatest number of people without the need to adapt or change them
universal design for learning (UDL): the application of UD principles to education to proactively design curriculum and classroom practices so the greatest number of students can benefit without the need for adaptations or changes
Public Laws
Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336): a civil rights law that prohibits discrimination against individuals with disabilities in employment, public services, public accommodations (including child care centers and schools), and telecommunications
Developmental Disabilities Assistance and Bill of Rights Act of 2000 (Public Law 106-402): provides financial assistance to support community-based services for individuals with developmental disabilities that promote self-determination and create opportunities to be independent and productive
Education for All Handicapped Children Act of 1975 (Public Law 94-142): outlined the educational rights of children and young adults ages 3 through 21 with disabilities as well as the rights of their families and allocated funds to states to provide children free, appropriate public education and related services
Education for All Handicapped Children Act, 1986 amendment (Public Law 99-457): expanded coverage of services to include children birth through age 2
Every Student Succeeds Act (ESSA) of 2015 (Public Law 114-95): reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965, the US national education law
Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): governs how states and agencies provide early intervention and special education services to children and young adults
Rosa’s Law of 2011 (Public Law 111-256): removed the terms mental retardation and mentally retarded from federal health, education, and labor policies and replaced them with intellectual disability and individual with an intellectual disability
Rehabilitation Act of 1973 (Public Law 93-112), Section 504: prohibits any program that receives federal funding assistance from discriminating against people with disabilities. Defines disability more broadly than IDEA.
