individualized family service plan (IFSP)

A collaborative process that culminates in a written service plan that includes the child’s present level of functioning; a statement of the family’s concerns, priorities, and resources; measurable results or outcomes expected to be achieved for the child and family; the criteria, procedures, and time lines to determine progress; specific services to be provided; natural environments; dates of service initiation; and name of the service coordinator.

least restrictive environment (LRE)

A concept inherent in Public Law 94-142 that requires children with disabilities to be educated with peers without disabilities in general educational settings to the maximum extent appropriate.

Settings in which children without disabilities naturally participate.

person-first language

The respectful practice of identifying people with disabilities as people, first, rather than labeling them. For example, saying “a child with autism,” rather than “an autistic child.”

Response to Intervention (RTI)

A multi-tiered approach to early identification and support of students with learning and behavior needs.

transdisciplinary team approach

The use of a team approach to services in which team members work across disciplinary boundaries to plan and provide integrated services. This approach includes sharing of roles through support and consultation with other team members.

Listening intently for feelings as well as content, being impartial, and reflecting back what is understood of the feelings and content.

Records and other information about children must not be shown to anyone other than those who have been approved to have access to that information. Parental consent in writing must be obtained before information can be released to other individuals or facilities.

family-centered practices

Practices that are respectful, individualized, flexible, and responsive to each family’s situation. Complete and unbiased information is provided to families so they can make informed decisions and be involved in making choices to strengthen both the child and the family.

One of the elements of family systems theory that refers to interrelated activities (outputs) necessary for the family to function effectively (i.e., affection, economics, daily care, socialization).

family systems perspective

The family is viewed as an interactive unit; what affects one member affects all.

Changes to the environment, materials, response modes, assessment, or instructional procedures that allow children with disabilities to demonstrate their knowledge and skills.

behavioral objective (or performance objective)

Identifies exactly what the teacher will do, provide, or restrict; describes the learner’s observable behavior; and defines how well the learner must perform.

A norm or standard for a behavior or item.

family-centered approach to assessment

A practice of involving family members as primary decision makers on the assessment team.

Professional assistance designed to help families procure, coordinate, and manage the diverse services needed by a child and family. (See “case management.”)

The purposeful, organized process of helping children who are at risk or have developmental disabilities move from one program to the next, such as from an infant development program to an inclusive preschool program.

positive behavior support (PBS)

Behavioral technique that focuses on the prevention of problem behaviors and providing support for more positive behaviors by identifying the function of the problem behavior and teaching the child a replacement behavior that is more acceptable. The technique also identifies the antecedents of problem behaviors as clues to possible “triggers” or causes of the behavior and attempts to modify or eliminate those causes.

Universal Design for Learning (UDL)

A framework that promotes access to instruction through providing multiple means of engagement, multiple means of representation, and multiple means of action and expression.

A list of key activities that occur during a child’s day.

hand-over-hand guidance

Physically guiding a child through the movements involved in a fine motor task (e.g., placing your hand on top of the child’s hand to help him or her grasp a spoon and bring it to his or her mouth).

hand-under-hand guidance

Physically guiding a child though the movements involved in a fine motor task (e.g., grasping a spoon and having the child place his or her hand on top of yours).

observational learning

Learning by watching those around us.

Activities with the fingers and hands.

Skills that will be immediately useful to the child and that will be used relatively frequently in the child’s typical environment.

Activities such as running, climbing, throwing, and jumping that use large muscles.

Treatment given to improve movement for daily living.

A therapist who assesses gross motor skills and treats disorders of movement and posture.

The capacity to control one’s emotional state (e.g., impulses) and to organize an appropriate behavioral response to a stimulus (e.g., stop doing something or begin doing something as needed). In infants, self-regulation refers to the ability to attain an optimal level of arousal.

Abbreviation for augmentative and alternative communication.

Method of observation and evaluation of a challenging behavior that describes the antecedent, behavior, and consequence.

An instructional strategy that provides a demonstration of an expected behavior.

Abbreviation for Picture Exchange Communication System.

Special teaching techniques or equipment that enable children with special needs to participate in an activity.

Thinking skills including the ability to receive, process, analyze, and understand information. Also includes skills such as attending, discriminating similarities and differences, remembering, reasoning, and problem solving.

An interactive reading method that uses verbal prompts and questions to elicit children’s responses about a story.

itinerant consultant model

An individual who travels from place to place, providing direct services to a child with an IEP and collaborative consultation to the classroom teacher and other staff.

refers to a condition in which a child does not reach developmental milestones at the expected times compared to peers. This can affect one or more areas of development, such as: cognitive skills, physical skills, communication, social-emotional skills, and adaptive behavior

Developmental Domains

Key areas in which children grow and develop. The five include: Cognitive Physical (Gross and Fine Motor) Communication and Language Social and Emotional Adaptive (Self-Help)

a brief, standardized process used to identify children who may be at risk for developmental delays or disabilities. It helps determine whether a child should be referred for a more in-depth evaluation. Screening tools are typically used in early childhood settings and focus on key developmental domains.

Play-Based Assessment

A naturalistic, informal evaluation method that uses play activities to observe a child’s development across multiple domains.

Developmental Screenings Standardized Developmental Assessments Behavioral Assessments Speech and Language Evaluations Occupational Therapy Evaluations Physical Therapy Evaluations Cognitive Assessments Parent/Caregiver Interviews and Questionnaires Curriculum-Based Assessments Play-Based Assessments

IFSP Outcome Statement

describes what a child and/or family is expected to achieve through early intervention. It focuses on functional, real-life skills that are meaningful to the family and support the child’s participation in everyday routines.

EDSP 3750: Final Exam Review

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Special Education

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University

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Practice Problem

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Samantha Scott

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FLASHCARD QUESTION

Front

ADA

Back

Abbreviation for the Americans with Disabilities Act of 1990.

FLASHCARD QUESTION

Front

early intervention

Back

Services for children (and families) from birth to 36 months of age.

FLASHCARD QUESTION

Front

ECSE

Back

Abbreviation for early childhood special education.

FLASHCARD QUESTION

Front

evidence-based practice (EBP)

Back

Practice based on integration of the best available research evidence with family and professional wisdom and values.

FLASHCARD QUESTION

Front

free appropriate public education (FAPE)

Back

Designed by Public Law 94-142 to mean special education and related services provided at public expense. Such services are to be described in the individualized education program, appropriate to the child’s individual needs, and meet requirements of the state agency.

FLASHCARD QUESTION

Front

IDEIA

Back

Abbreviation for Individuals with Disabilities Education Improvement Act of 2004.

FLASHCARD QUESTION

Front

individualized education program (IEP)

Back

A collaborative process that culminates in a written program plan that includes the child’s present level of functioning; specific areas that need special services; annual goals; short-term objectives; services to be provided; and the method of evaluation to be implemented. An individualized education program is required for every child receiving services while P.L. 101-476 is in effect.

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