Understanding the Language of Special Education

The written document required by the individuals with Disabilities Education Act for every child with a disability; includes statements of present performance, annual goals, short-term instructional objectives, specific educational services needed, extent of participation in the general education program, evaluation procedures, and relevant dates; must be signed by parents as well as educational personnel.

• Functional curriculum

• Universal design for learning (UDL)

• Individualized educational program (IEP)

• Adequate yearly progress (AYP)

A requirement of the individuals with Disabilities Education Act for the coordination of early intervention services for infants and toddlers with disabilities from birth to age three years.  Similar to the individualized education program, which is required for the school-age children with disabilities.

• Individualized family service plan (IFSP)

• Functional curriculum

• Universal design for learning (UDL)

• Adequate yearly progress (AYP)

The educational setting that most closely resembles a regular school program and also meets the child's special educational needs. 

• Individualized educational program (IEP)

• Least restrictive environment (LRE)

• Universal design for learning (USDL)

• Individualized family service plan (IFSP)

The educational setting that most closely resembles a regular school program and also meets the child's special educational needs. 

• Individualized educational program (IEP)

• Least restrictive environment (LRE)

• Universal design for learning (USDL)

Designed for students with severe disabilities who are unable to participate meaningfully in the Pennsylvania System of School Assessment (PSSA), even with accommodations; consists of a series of on-demand performance items that require the use of reading and math skills.

• Pennsylvania Value-Added Assessment System (PVAAS)

• Pennsylvania System of School Assessment (PSSA)

• Pennsylvania Alternate System of Assessment (PASA)

A federal mandate that all children with disabilities must receive appropriate educational programs, tailored to their unique needs, from which they receive educational benefit at no cost to families.

• Individualized family service plan (ISFP)

• Free Appropriate Public Education (FAPE)

• Extended School Year (ESY)

Knowledge and skills that some students with disabilities must be taught to achieve as much success and independence as they can in school, home, community, and employment settings.  Skills such as dressing, toileting, making a purchase, and preparing a snack are critically important component of the special education for many students with severe disabilities.

• Functional curriculum

• Early Intervention (EI)

• Basic Education Circular (BEC)

A comprehensive, multi-tiered, and standards-aligned approach that enables early identification and intervening for children at academic or behavior risk.

• Response to Instruction and Intervention (RtII)

• School-Based Behavioral Health (SBBH)

• Least restrictive environment (LRE)

A disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations.

• Emotional Disturbance (ED)

• Dyspraxia

• Learning Disability (LD)

A statistical analysis used to measure the influence of a district and school on the academic progress rates of individual children and groups of children from year-to-year.

• Pennsylvania Value-Added Assessment System (PVAAS)

• Preschool Early Intervention

• Adequate yearly progress (AYP)