504 plan: the 504 plan is a plan developed to ensure that a child who has a disability identified under the rehabilitation act and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. These accommodations and modifications must ensure that there is no discrimination because of the child’s disability.Cognitive learning theory in the classroom

Adequate yearly progress (AYP): the measure by which schools, districts and states are held accountable for student performance under the no child left behind act of 2001.Cognitive learning theory in the classroom every state has the freedom to define AYP. All students, including those in special education programs, must demonstrate adequate yearly progress, until 2014 when the law assumes all students have met the standards.Cognitive learning theory in the classroom it is very likely that the 2014 date and perhaps the notion of annual yearly progress will be significantly changed with the reauthorization of no child left behind (NCLB).Cognitive learning theory in the classroom

Admission, review and dismissal (ARD): the name given to the committee used in some states (in other states not using the term ARD, they are called IEP teams or IEP committees) that is responsible for the development and review of a child’s individualized education plan (IEP), evaluation and re-evaluation, functional behavioral analysis (FBA), and behavior intervention plan (BIP).Cognitive learning theory in the classroom the ARD committee meets at least once per year to review the IEP and construct a new plan for the coming year. In addition to the annual review meeting, other meetings can be called by teachers or parents whenever needed.Cognitive learning theory in the classroom this group is responsible for creating, implementing and maintaining the educational program from students with disabilities, as identified by IDEA.Cognitive learning theory in the classroom

Annual review (AR): the yearly meeting of the individualized education program (IEP) team (or called ARD committee in some states). The AR is designed to gather all the IEP team members in one location to update one another on a student’s needs and performance by reviewing progress toward goals and looking at new data like work samples and recent testing.Cognitive learning theory in the classroom

Antecedent behavioral consequences chart (ABC): A tool used to create a record of disruptive behaviors that is utilized as part of functional behavioral assessment (FBA) to help to determine the triggers of and motivations behind these behaviors.Cognitive learning theory in the classroom abcs are used to record what happened just before a behavior, a description of the behavior itself and the consequence of the behavior.

Applied behavior analysis (ABA): A technique for correcting behavior and social skill deficits in children with special needs.Cognitive learning theory in the classroom it is based on the understanding that children are more likely to repeat desired behaviors when these behaviors are met with positive reinforcement, and that they are less likely to repeat undesirable behaviors that are not rewarded.Cognitive learning theory in the classroom one significant part of ABA is discrete trial training (DTT), in which a skill is broken down into its most basic components so that these components may be taught one at a time.Cognitive learning theory in the classroom

Assessment: evaluations used to identify a student’s strengths, weaknesses and progress. These tests are designed to provide an overview of a child’s academic performance, basic cognitive functioning and/or his or her current strengths or weaknesses; they can also test hearing and vision.Cognitive learning theory in the classroom assessments can consist of anything from the observations of a teacher or aide to standardized and criterion-referenced tests to complex, multi-stage procedures such as a group of teachers assembling a large portfolio of student work.Cognitive learning theory in the classroom

Assessment plan: A written description of the assessments that will be used to evaluate a student’s strengths, weaknesses and progress and to determine his or her eligibility for special education services and the types of services that would help that student succeed.Cognitive learning theory in the classroom in some states the school district is given 15 days to decide which testing services will be used and put that into a plan, while in other states the time frame is not defined.Cognitive learning theory in the classroom however, IDEA gives only 60 days to complete an evaluation from the time a parent gives permission.

Assistive technology (AT): assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible.Cognitive learning theory in the classroom assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software and peripherals that assist people with disabilities in accessing computers or other information technologies.Cognitive learning theory in the classroom

Augmentative and alternative communication device (AAC): AAC includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas.Cognitive learning theory in the classroom an AAC device is a tool that uses a non-speech mode of communication to augment spoken language. AAC devices include electronic devices that digitize or synthesize speech and non-electronic communication aids such as manual communication boards.Cognitive learning theory in the classroom

Autism spectrum disorder (ASD): A disorder characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.Cognitive learning theory in the classroom autism spectrum disorders include autistic disorder, rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and asperger syndrome.Cognitive learning theory in the classroom

Behavior intervention plan (BIP): A plan that targets one to three of a student’s undesirable behaviors with interventions that are linked to the functions of the behavior; each intervention specifically addresses a measurable, clearly-stated targeted behavior.Cognitive learning theory in the classroom A BIP can include prevention strategies, which stop the behavior before it begins, as well as replacement behaviors, which achieve the same function as the disruptive behavior without causing disruption.Cognitive learning theory in the classroom

Curriculum-based measurements (CBM): small, regular evaluations used to determine how well a student is learning in various subject areas. CBM can involve checklists or oral questions which the teacher uses to gauge student understanding and skill in a particular curriculum.Cognitive learning theory in the classroom these measurements are part of the monitoring component of the RTI process.

Developmental and social history: A narrative assessment formulated by a child’s classroom teacher, parents, pediatrician and school specialists, focusing on issues such as the child’s health history, developmental milestones, genetic factors, friendships, family relationships, hobbies, behavioral issues and academic performance.Cognitive learning theory in the classroom A developmental and social history is a common element of an assessment plan.

Developmental delay (DD): A delay in one or more of the following areas of childhood development: cognitive development, physical development (including vision and hearing), communication development, social and/or emotional development and adaptive development (including eating skills, dressing and toileting skills and other areas of personal responsibility).Cognitive learning theory in the classroom

Highly qualified teachers (HQT): an initiative of the no child left behind act, the federal definition of a highly qualified teacher is one who meets all of the following criteria: fully certified and/or licensed by the state; holds at least a bachelor degree from a four-year institution; demonstrates competence in each core academic subject area in which the teacher teaches.Cognitive learning theory in the classroom the term highly qualified is not always synonymous with state certification.

Inclusion, inclusive classroom: the term inclusion communicates an all-embracing societal ideology.Cognitive learning theory in the classroom regarding individuals with disabilities and special education, inclusion secures opportunities for students with disabilities to learn inside mainstream classrooms.Cognitive learning theory in the classroom mainstream classrooms in which students with disabilities learn are known as inclusive classrooms.

IEP team: the team of qualified professionals made up of the parent, special education teacher, interpreter of test data, district representative, and general education teacher at a minimum.Cognitive learning theory in the classroom this group makes all decisions related to the instructional program of a child with special needs, including placement and services provided.Cognitive learning theory in the classroom in some states this team is called the admission, review and dismissal (ARD) team.

Individualized family services plan (IFSP): A written treatment plan that maps out the early intervention services a child (age birth to his/her third birthday) will receive, as well as how and when these services will be administered.Cognitive learning theory in the classroom it details a child’s current levels of functioning, specific needs and goals for treatment (referred to as outcomes).

Intellectual disability (ID): significantly subaverage general intellectual functioning, existing simultaneously with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.Cognitive learning theory in the classroom ID has been referred to as “mental retardation” (MR) in the past, and the term and its acronym may be used colloquially or on older documentation. (the federal government has passed legislation changing this term, but the legislation gave the states no deadline for changing the term in state laws/documents.Cognitive learning theory in the classroom most states have already changed the term.) it is not, however, a currently accepted practice to refer to individuals with intellectual disabilities as mentally retarded.Cognitive learning theory in the classroom

Multiple disabilities: simultaneous impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.Cognitive learning theory in the classroom the term does not include deaf-blindness. [ LINK to multiple disabilities]

Native language: the first language of an individual. A school district is required to evaluate a student in his or her native language, or document proficiency in english, before they can identify that student as having a disability and provide special education services.Cognitive learning theory in the classroom in addition, parents must be offered evaluation plans and individualized education plans (ieps) in their native language before giving informed consent.Cognitive learning theory in the classroom

Other health impairment (OHI): A disability category under IDEA that lists examples of health-related conditions that may qualify a child for special education: attention-deficit/hyperactivity disorder, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and tourette syndrome.Cognitive learning theory in the classroom

Picture exchange communication system (PECS): A type of augmentative alternative communication (AAC) originally developed for children with autism.Cognitive learning theory in the classroom the primary purpose of PECS is to teach individuals with autism to initiate communication. Individuals are taught to initiate by handing a picture to a communication partner in exchange for a desired item.Cognitive learning theory in the classroom

Present levels: A component of an individualized education program (IEP) that defines a student’s strengths and weaknesses, current levels of academic achievement, and current levels of functional performance.Cognitive learning theory in the classroom before 2004 this part of the IEP was called present levels of performance; the current term is present levels of academic achievement and functional performance (PLAAFP).Cognitive learning theory in the classroom

Professional learning community (PLC): A group of professionals that review data, create needed interventions and make decisions, with the goal of helping students learn and achieve.Cognitive learning theory in the classroom while the exact definition of a PLC can vary from school to school, in general, the PLC serves the entire school and members collaborate to analyze data and support student learning.Cognitive learning theory in the classroom

Specific learning disability (SLD): A disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.Cognitive learning theory in the classroom specific learning disabilities include conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.Cognitive learning theory in the classroom the term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance or of environmental, cultural or economic disadvantage.Cognitive learning theory in the classroom

Stanford binet intelligence scale (derived from the binet-simon test): A norm-referenced individual intelligence test, administered by the school psychologist or special education team.Cognitive learning theory in the classroom the questions are designed to help educators differentiate between students performing below grade level because of cognitive disabilities and those who do so for other reasons.Cognitive learning theory in the classroom

Student study team (SST): A more common term is multidisciplinary evaluation team (MET or MDT). It is a team comprised of the school psychologist, parents and the school’s special education team that meets when a child continues to struggle after attempts have been made to remedy problems without special education services.Cognitive learning theory in the classroom the SST or MET decides if the student should be evaluated, or if he or she will continue without special education services.

Transition/transition plan: transition is a general term used to describe a change in a student’s school or program.Cognitive learning theory in the classroom A transition plan is specific to an IEP: a student who will turn 16 within the life of his or her individualized education program must have a transition goal and plan that outlines how he or she will transition to life beyond high school.Cognitive learning theory in the classroom

Wechsler intelligence scale for children (WISC): an individual intelligence test, usually administered by the school psychologist, which measures a student’s intelligence in a variety of areas, including linguistic and spatial intelligence.Cognitive learning theory in the classroom this is a norm-referenced test, meaning that it has statistical validity and reliability for what it states it measures.