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Special Education Vocabulary
Special Education Vocabulary
Individualized Education Program (IEP): Document that outlines the plan for a student’s education.
Individuals with Disabilities Education Act (IDEA): A federal law that requires schools to provide special education services to students with disabilities.
Planning and Placement Team (PPT): A PPT is comprised of qualified professionals who serve as representatives for the student's educational needs. The team typically includes the student's regular education teacher, at least one special education teacher, an evaluator who can interpret assessment results (such as a school psychologist), and administrative and support staff from the student's school.
Goals: Goals are things you, your family, and the school plan for you to achieve and these are written in your IEP.
Objectives: Steps to reaching your goal.
Accommodations: Changes made to HOW a student completes their work.
Modifications : Changes to WHAT a student is expected to do.
Free Appropriate Public Education (FAPE): An educational entitlement of all students in the United States who are identified as having a disability, guaranteed by the Rehabilitation Act of 1973 and IDEA (2004).
Least restrictive environment (LRE): Special education students should be in the same classrooms as other students as much as possible. LRE is a guiding principle, not a specific location.
Types of Meetings:
Eligibility Meeting: Meeting held to review student test scores and other information to determine if a student qualifies for special education.
Annual Review: A yearly meeting held to review a student’s IEP and progress made towards their goals and objectives.
Reevaluation Meeting: A meeting held once every three years to assess and review updated testing results, IEP, and other evaluation outcomes.
Transition Meeting: A meeting held to discuss and plan for a student’s future.
Person-Centered Meeting (PATH/MAPS): A team helps students plan their future based on their individual needs, interests, and goals, with the student and their family leading the process.
Exit Meeting: Meeting held before graduation to review student progress and discontinue special education services.
The transition section of the present levels must include postschool outcomes in the following areas:
postsecondary education/ training
postsecondary employment
Independent living/ community participation
QUESTIONS TO CONSIDER WHEN WRITING POSTSECONDARY GOALS...
QUESTIONS TO CONSIDER WHEN WRITING POSTSECONDARY GOALS...
How will the student transition into the workforce or continue to engage in productive activities after graduation?
In what ways and locations will the student pursue further learning and skill development after graduation?
After graduation, where will the student reside, and how will they access adult services, participate in the community, and enjoy leisure activities?
Cognitive Testing
Wechsler Intelligence Scale for Children WISC-V (students under age 16)
Wechsler Adult Intelligence Scale WAIS-IV (students over age 16)
San Diego Quick Assessment (a word identification test)
Assessing Reading Multiple Measures (Assessing Reading)
Achievement Testing
Woodcock Johnson IV: For use with examinees ages 2 through 90.
Wechsler Individual Achievement Test (WIAT -4): An individually administered achievement test for use in a variety of clinical, education, and research settings.
Adaptive Skills Testing
Adaptive Behavior Assessment System (ABAS-3): For students with developmental delays, autism spectrum disorder, intellectual disability, learning disabilities, neuropsychological disorders, and sensory or physical impairments.
Adaptive Behavior Evaluation Scale (ABES): For students ages 13-18
Assessment of Basic Language and Learning Skills (ABLLS-R) For administrators to identify areas of concern related to language, academic, self-help, and motor skills.
Assessment of Functional Living Skills (AFLS): For children, adolescents, and adults with autism or other developmental disabilities.
Air Self-Determination Scale: Students ages 8+
ARC Self-Determination Scale: Students ages 8-22 with mild intellectual disabilities
Brigance Transition Skills Inventory (TSI): Middle and high school students with varying skill level.
ChoiceMaker Self-Determination Assessment: Used for students with disabilities.
Environmental Job Assessment Measure: Provides general work behaviors and attitudes
Ederle-Severson Transition Rating Scales: Full range of students-mild to significant needs.
Life Skills Inventory Independent Living Skills Assessment Tool
Personal Support Inventory: to be completed by the student and/or family
Parent Transition Survey: provides vital information that can lead to successful transition planning
Picture Interest Career Survey (PICS): Students age 10-65 with disabilities.
Transition Assessment and Goal Generator (TAGG): Students with mild to moderate disability.
Transition Behavior Scales Third Edition: Full range if students-mild to significant needs.
Transition Planning Inventory Third Edition (TPI-3): Full range of students-mild to significant needs.
Vineland Adaptive Behavior Scales: Supports the diagnosis of intellectual and development disabilities.
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