Frequently Used Terms in School-Age Programs

Least Restrictive Environment (LRE) – is an IDEA requirement indicating that children with disabilities, including children in public or private institutions or other care facilities, must be educated with children who are not disabled, to the maximum extent appropriate. Removal of children with dis­abilities from the general education environment occurs only when the nature and/or severity of their disabilities are such that education in general classes, with the use of supplementary aids and services, cannot be achieved satisfactorily.

Local Education Agency (LEA) – is a school district, charter school, or other educational entity responsible for providing a free, appropriate public education in accordance with Pennsylvania Department of Education statutes, regulations, and policies with or without support from other agencies.

Supplementary Aids and Services – are aids, services, and other supports provided in general education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

Types of Special Education Support – Learning Support, Life Skills Support, Emotional Support, Deaf and Hearing Impaired Support, Blind and Visually Impaired Support, Speech and Language Support, Physical Support, Autistic Support, Multiple Disabilities Support

Amount of Special Education Support – The following words and terms have the meanings listed unless the context clearly indicates otherwise:

• Full-time. Special education supports and services provided by special education personnel for 80 percent or more of the school day.

• Itinerant. Special education supports and services provided by special education personnel for 20 percent or less of the school day.

• Supplemental. Special education supports and services provided by special education personnel for more than 20 percent but less than 80 percent of the school day.

It is very important for parents to be involved in the transition to school-age process from the beginning. By asking questions and being involved, you are able to continue to support the growth and devel­opment of your child. The transition of your child to school-age programs is an opportunity to celebrate. Your child has developed many new skills and accomplished many outcomes in preparation for the future!

Dates for kindergarten and school registration / enrollment will be provided to you.  It is important that you register your child for school. Attending the transition meeting does not mean that your child is officially registered. 

Excerpt from:  The Transition Process From Early Intervention to School-Age Programs: Guidelines to Support Parents (PATTaN)