The belief that talents and abilities can be developed through effective instruction, effort and persistence.

Framework for guiding education practice that provides flexibility and reduces barriers.

Both a philosophy and a way of teaching that respects and responds to the different learning needs of students and expects all students to experience success as learners.

Changes in HOW a student accesses information and demonstrates learning.

Changes in WHAT a student is expected to learn.

The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.

A disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.

Significantly below average general intellectual and adaptive functioning manifested during the developmental period, with significant delays in academic skills. Developmental period refers to birth to eighteen (18) years of age.

A range of pervasive developmental disorders that adversely affects a student's functioning and results in the need for specially designed instruction and related services. It is characterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction, communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities.

A student with this disability has persistent and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity.

A law ensuring services to children with disabilities throughout the nation.