Schools, especially special education departments, use so many acronyms and terms that people outside of the system don't use or understand. Those acronyms help school personnel communicate easily with each other about special education but they make it very hard for parents and students to understand what's going on when they don't know the terminology being used. So, here is a list of the more common terms you may read or hear if your student is in, or being considered for, the speech impaired program. This is by no means a complete list!
Copied from the Thomas County Special Education Procedural Guide:
Accommodation: A change in instruction or setting that enables students to demonstrate their
abilities in the classroom or an assessment/test setting. Accommodations are designed to provide
equity, not advantage, for students with disabilities. Accommodations include assistive
technology as well as alterations to presentation, response, scheduling, or settings. When used
appropriately, they reduce or even eliminate the effects of a student’s disability but do not reduce
or lower the standards or expectations for content. Accommodations that are allowed and
appropriate for assessments do not invalidate assessment results.
Adult Student: A student with a disability, age 18 or older, to whom rights have transferred
under the IDEA 2004 and Georgia Rule.
Assistive Technology (AT): The systematic application of technology, engineering
methodologies, or scientific principles to meet the needs of, and address the barriers confronted
by persons with developmental disabilities in areas including education, employment, supported
employment, transportation, independent living, and other community living arrangements.
Assistive Technology Device: Any item, piece of equipment or product system, whether
acquired commercially off the shelf, modified or customized that is used to increase, maintain, or
improve the functional capabilities of students with disabilities. Low and high technology
devices may be purchased, constructed or modified to meet the student's needs. Examples of
commonly used devices are a pencil grip, Boardmaker, specialized software, or low or high
voice output devices.
Collaborative classes: The special education teacher collaborates with the general education
teacher during the same class period to provide specialized instruction and implement the
accommodations and modifications required in the students’ Individual Educational Programs
(IEPs). The special education teacher participates in each class an average of one-half the
segment each day per week according to the needs of the students and class activities. The
special education teacher incorporates the specialized instruction for each student with
disabilities into the class lesson plans. The special education teacher collects data to modify
instruction as needed and to monitor student progress on IEP goals and objectives.
Confidentiality: The process of keeping records for students with disabilities private and
confidential. Parents and school district representatives with a “legitimate educational interest”
are entitled to access a student’s records. The school special education file should be maintained
in a secure location and include all evaluations, eligibility reports, IEPs and other special
education records. The Central Office Records Room maintains all original documents prepared
on individual students. Confidentiality is also extended to certain mediation and settlement
agreements and to the discussion in those meetings. Confidentiality also includes classroom
observations and the names of other students in the classroom.
Continuum of Service: The range of placements required to be available, as appropriate, for the
education of students with disabilities including regular classroom; regular classroom with direct
service: consultative, co-teaching, or collaborative; small group classes; special classes within a
school or center location; home based instruction; and instruction in a hospital or residential
setting.
Consultative: Students with disabilities receive their instruction with accommodations or
modifications as required in their IEPs from the General Education Teacher in a regular
education class. Special Education provides direct support by consulting with the General
Education Teacher and the student for a minimum of one segment per month.
Co-Teaching classes: An instructional delivery model in which the special education teacher
collaborates with one general education teacher for the entire class period on a daily basis. The
special education teacher and general education teacher share responsibility for planning,
delivery, and assessment of the instruction for all students in the class. The special education
teacher incorporates specialized instruction for each student with disabilities into the class lesson
plan. The special education teacher delivers the specialized instruction according to students’
IEPs through flexible grouping with the general education teacher. The special education teacher
collects data to modify instruction as needed to maximize student achievement and to monitor
students’ progress on IEP goals and objectives.
Deaf/Hard of Hearing (D/HH): A category of disability describing a hearing loss sufficient to
cause difficulty hearing and understanding language and so impacting educational access and
learning. Students who are deaf/hard of hearing may require the services of the DHH teacher.
Differentiation: Differentiated instruction occurs when the teacher proactively plans varied
approaches and methods to what students need to learn, how they will learn it, and how the
students will present what they have learned. Differentiation increases the possibility that each
student will learn as efficiently as possible and achieve to the maximum of their potential.
Direct Parent Referral: The process which occurs when parents request that their child by-pass
the tiered intervention process (RTI) and be referred directly to Special Education for eligibility.
The tiered intervention process is a problem-solving model that organizes school intervention
services for students who are not meeting academic or behavioral expectations. The RtI process
also helps identify which students respond favorably to the interventions and which students may
need referral to special education. Parents should not be encouraged to by-pass this valuable process.
A Direct Parent Referral is used only when parents feel that their child is a child with a
disability and requires special education services. Determination of eligibility may or may not
require a psycho-educational evaluation. Direct Parent Referral does not circumvent the
requirement of documentation of interventions implemented in the classroom and progress
monitoring as a component of eligibility for special education, but does require that the
evaluation/eligibility process begin and be completed within a 60-day evaluation period.
Due Process Hearing: A formal legal proceeding presided over by an impartial public official
who listens to both sides of the dispute and renders a decision based upon the law. A parent of a
student with a disability who disagrees with the school system must put his/her request for a due
process hearing in writing to the office of Exceptional Students.
Eligibility Team: The educational professionals who determine a student’s eligibility for special
education services, including a LEA Representative, school psychologist, special educator,
general educator, related support staff and parents. Other professionals may be included as
needed.
Evaluation: The collection of information (includes testing, observations, and parental input)
about a student’s learning needs, strengths, and interests. The evaluation is part of the process of
determining whether a student qualifies for special education programs and services.
Extended School Year Services (ESY): A term referring to the school program for students
with disabilities that extends beyond the regular school year. An IEP committee reviews data
which indicates progress on goals/objectives and determines if ESY services are required as part
of the student’s Free and Appropriate Public Education (FAPE). The intent of ESY is to prevent
significant regression which compromises the student’s ability to make meaningful progress on the IEP,
therefore, not providing the student with FAPE. ESY is not provided to guarantee
mastery of goals/objectives.
FM Amplification System: A system in which the teacher wears a microphone and an FM
Transmitter that broadcasts his/her voice to receivers used by students. The receiver may be
either attached directly to a hearing aid, other personal amplification device, or in a desktop
device with speakers. These devices allow students amplified access to the teacher’s voice.
Free Appropriate Public Education (FAPE): A key requirement of federal legislation (IDEA)
which requires that special education and related services be provided to all students with
disabilities. The following requirements must be met: (a) are provided at public expense, under
public supervision and direction, and without charge; (b) meet the standards of the state board of
education and the laws pertaining thereto; (c) include preschool, kindergarten, elementary
school, and secondary school education; and (d) are provided in conformity with an
individualized educational program (IEP).
Hard of Hearing: A term to describe individuals who have some amount of hearing loss, but
still rely on hearing and listening to communicate and learn.
Inclusion: The process of educating students with disabilities in the general education setting
with nondisabled peers. Students receive specialized instructional services through a
consultative, collaborative or co-teaching model.
Individualized Educational Program (IEP): A written plan for each student with a disability
that is developed by a team of professionals (teachers, therapists, psychologist, etc.) and the
child’s parents. IEPs are based on a multidisciplinary evaluation, describe the student’s current
level of academic achievement and functional performance and how the student’s disability
affects his/her involvement and progress in the general education curriculum. The IEP includes
the special education and related services the student will need to make progress toward the
annual goals. The IEP must be reviewed regularly and updated at least annually. Thomas County
Special Education uses an electronic IEP program called GO-IEP.
IEP Team: The team of professional educators and parents/guardians who develop and monitor
a student’s Individualized Educational Program. The team is required by state law to include
members who have the role of a special education teacher, general education teacher, evaluator,
Local Education Agency (LEA) representative, and parent/guardian. Other specialists and the
student should be included as appropriate.
Individuals with Disabilities Education Act (IDEA): The federal law that was enacted to
ensure that all students with disabilities have available to them a free appropriate public
education (FAPE) that emphasizes special education and related services designed to meet their
unique needs and prepare them for employment and independent living; to ensure that the rights
of students with disabilities and their parents are protected; to assist states, localities, educational
service agencies, and federal agencies in providing for the education of students with disabilities;
and to assess and ensure the effectiveness of efforts to educate students with disabilities.
Individualized Transition Program (ITP): The plan developed by teachers, parents, and the
student at age 14 as part of the IEP which specifies the education, training, and employment
activities that will occur to prepare the student for postsecondary education, work, leisure, and
independent living after leaving school. The Transition Plan is required by law for students with
disabilities at the IEP meeting before the student turns 16 years old.
Least Restrictive Environment (LRE): The policy mandated by IDEA that students with
disabilities be educated in the general school environment with their nondisabled peers to the
greatest extent possible.
Local Education Agency/ LEA Representative: The law defines LEA Representative as a
representative of the local educational agency who:
• is qualified to provide, or supervise the provision of, specially designed instruction to meet the
unique needs of children with disabilities;
• is knowledgeable about the general education curriculum; and
• is knowledgeable about the availability of resources of the local educational agency.
Mediation: An informal process for resolving disputes between parents and schools. Mediation
sessions are conducted by an impartial neutral third party at no cost to parents or school districts.
Multidisciplinary Team: A team of professional educators with various areas of expertise who
evaluate, provide educational services for students with disabilities, and are responsible for
specific program design and implementation.
Nursing: The school nurse serves as a liaison among family, community health providers,
educators and other school personnel, to assure that the special health care needs of students with
individualized education programs (IEPs) are addressed in the school. School nurses perform
skilled medical procedures that require a licensed nurse and provide competency-based training
to school staff for delegated healthcare procedures.
Occupational Therapy (OT): An occupational therapist uses purposeful, goal directed activities
and task analysis to enable children with a disability to benefit from their individualized
education programs (IEP’s). Occupational Therapists in the school setting address skills which
may interfere with a student’s educational performance such as hand function, oral motor function,
visual motor and perceptual skills, sensory awareness/processing, self-care and pre-vocational tasks.
These areas can be addressed through a variety of intervention strategies, which may include direct therapy
with the child, consultation with the teacher, modification of the environment, provision of adaptive equipment,
and staff training.
Parallel Teaching: A co-teaching model in which the general education teacher and special
education teacher are teaching the same content to different groups, but present the instruction in
a different way depending on student needs. Flexible grouping allows simultaneous teaching.
Paraprofessional/Para: Support personnel assigned to support students with disabilities under
the leadership of a special education teacher.
Parent Mentors: Parents of children with disabilities who are employed on a part-time basis by
Thomas County Schools as Special Education Parent Mentors. The goal of the Parent Mentor
Program is to nurture communication among parents and educators, ultimately leading to greater
success for students with disabilities.
Physical Therapy (PT): School-based physical therapists assist students with disabilities to
access their education. This includes activities of a school day such as moving throughout school
grounds, sitting, standing in line or at the board, moving in class or through the building.
Interventions may include adaptations to school environments, working with a student on motor
skills, assistance with identifying and obtaining special equipment, collaboration with other
professionals, and training school staff.
Picture Exchange Communication System (PECS): A picture exchange communication
system is a form of augmentative and alternative communication (AAC) that uses pictures
instead of words to help children communicate. PECS was designed especially for children with
autism who have delays in speech development.
Psychological Report: A written report of the results of an evaluation conducted by a school
psychologist that identifies student strengths and weaknesses and offers recommendations the
student may need to be successful.
Related Services: Services required for a student to benefit from special education. Related
services may include transportation and supportive services such as speech, audiology,
psychological services, physical and occupational therapy, and interpreters for persons with
hearing impairments.
Response to Intervention (RtI): A tiered intervention process which is a problem-solving
model that organizes school intervention services for students who are not meeting academic or
behavioral expectations. The model provides high quality instruction and intervention matched to
individual student needs, monitors progress frequently, and applies student response data to
educational decisions. The RTI process progresses from universal to intensive interventions. This
process also helps to identify which students respond favorably to the interventions and which
students may need referral for consideration under Section 504 or special education.
Revocation of Parental Consent for Placement: On December 1, 2008, Congress passed an
amendment to IDEA which allows parents to unilaterally remove their children from special
education by putting their request in writing to the school district. The parent has the right to
revoke consent for services and the District has no standing to impede the parent’s request. The
amendment does not allow a parent to revoke consent for part of the services provided by the
IEP and keep specific services. If the parent and the District disagree about whether FAPE would
be provided with or without the provision of a specific service, the school district may use due
process procedures. Revocation of consent means the removal of all special education services
outlined in the IEP.
School Psychologist: An individual who is trained in both psychology and education and
provides consultation, assessment, intervention and training for students with learning, social,
emotional, or developmental problems.
Section 504: A part of the Rehabilitation Act of 1973 that states “No otherwise qualified
individual with a disability shall, solely by reason of her or his disability, shall be excluded from
the participation in, be denied the benefits of, or be subjected to discrimination under any
program or activity receiving Federal financial assistance.
Special Education Programs/Services: Programs or services which provide specially designed
instruction (offered at no cost to families) for children 3 years old through age 21 with special
needs who are found eligible for such services. These include specialized learning methods or materials
in the regular classroom and special classes and programs if the learning or physical
disabilities are more severe.
Special Needs Preschool (SNP): The special education program for young children ages 3 – 5
with disabilities. Preschool children with disabilities may be served through home-based,
community-based, or facility-based (elementary school) models, or unique combinations of these
models.
Specialized Instruction: The use of research-based strategies designed to meet the individual
needs of students with disabilities in a collaborative, co-teaching, or small group class.
Instruction includes the adaption of the content, methodology, and/or instructional delivery that
addresses the unique needs of the student that result from the student's disability and ensures
access to the general curriculum.
Speech/Language Impairment (SI): An impairment in the areas of articulation, fluency, voice,
or language that adversely affects a student’s educational performance. Speech-Language
Pathologists (SLPs) assess students, plan interventions, and provide speech and language support
for students who are eligible for speech/language services.
Students with a Disability (SWD): A child who is determined by a school multidisciplinary
eligibility team to have a disability according to state rules and regulations and who by reason of
that disability requires special education and related services.
Universal Design: The design of curricula with the needs of all students in mind so that
instruction, materials, and assessment are usable by all. Universal design curriculum is designed
to be innately flexible, enriched with multiple media so that alternatives can be accessed
whenever appropriate. The curriculum takes on the burden of adaptation so the student doesn’t
have to, minimizing barriers and maximizing access to both information and learning.
Visually Impaired (VI): A category of disability describing a student whose best corrected
visual acuity in the better eye is 20/70 or worse. Students may require the services of a teacher of
Visually Impaired students.