Glossary

Assistive Technology (AT) Device: A piece of equipment or product that is used to increase, maintain, or improve the way a child with a disability interacts and communi­ cates with the world around them. This does not include a medical device that is surgically implanted or the replacement of such a device. 

Assistive Technology (AT) Services: Services to help a child with a disability use an assistive technology device. These services include evaluating the needs of the child; providing the device; and then training the child, the child’s family, and the professionals who work with that child in the use of the device. 

Chapter 14: The state law pertaining to the delivery of special education services and programs. It is called “regulations” or is sometimes called “rules.” 

Child With a Disability: A child evaluated as having an intellectual disability, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, emotional disturbance, an orthopedic impairment, Autism Spectrum Disorder, traumatic brain injury, other health impairments, a specific learning disability, deaf-blindness, or multiple disabilities, and who, as a result of the disability, needs special education and related services. 

Due Process: The procedures that parents can use to disagree with the decisions of LEA officials concerning special education. The parent is informed of this right by written notice, which describes the options of a prelimi­ nary resolution session, a formal hearing, and appeals. 

Evaluation: The process used to determine if a child has a disability and if special education is needed. The evaluation looks at how the child learns, the kinds of instruction that would be successful, and the kinds of instruction that have been tried and have not resulted in success. 

Evaluation Report (ER): The report that is compiled and written by the evaluation team (which includes parents) following an evaluation. It describes all of the information gathered from the team members, including the results of assessment. From the report, the evaluation team determines the student’s eligibility and need for special education programs. 

Evaluation Team: A team of educators, other professional individuals, and the child’s parents that reviews all formal testing of a child and all other evaluation material. The evaluation team must issue a written report stating if the child is a child with a disability who needs special education and making suggestions about the programs and services needed. 

Free Appropriate Public Education (FAPE): A program of education and related services for a child with a disabil­ ity that is designed to meet the child’s special education needs. Appropriate services are those that allow the child to make meaningful progress in the educational setting. FAPE is provided without charge to parents. 

Individualized Education Program (IEP): The plan written by the IEP team (including parents) that specifi­ cally describes the programs and services necessary for a free appropriate public education for the child with a disability. 

Individuals With Disabilities Education Act (IDEA 2004): The federal law that governs the provision of special education services and the rights of parents of a child with a disability. 

Least Restrictive Environment (LRE): Students eligible for special education will be educated to the maximum extent appropriate with students who are not disabled. 

Notice of Recommended Educational Placement (NOREP)/Prior Written Notice (PWN): The notice given to parents that summarizes the recommendations of the school for the child’s educational program, as well as other actions. 

Parent: A birth parent, adoptive parent, surrogate parent, or foster parent who has been assigned educational decision- making rights. The term may also apply to an individual acting in the place of a birth or adoptive parent (including grandparent or other relative) with whom the child lives and who has educational decision-making rights, or an individual who is legally responsible for the child. 

Related Services: Services necessary to provide specially- designed instruction to ensure the child benefits from

the special education programs. Examples are special trans­ portation, counseling, school health services, and physical therapy. 

Secondary Transition Services: Specific planning in school that helps to prepare students with disabilities to participate more effectively in higher education or job training, community participation, independent living, continuing and adult education, and employment when they leave school. 

Special Education: An educational program individually designed to meet the unique education needs for a child with a disability. A special education professional is directly involved as either a consultant or a provider of services. 

Specially-Designed Instruction: Adapting the content, methods, or delivery of the instruction as is appropriate based on the unique needs of the child with a disability. 

Supplementary Aids and Services (SaS): 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.