Archives: Terms to Know

In a school, the office in charge of special education services.

Characterized by severe and pervasive impairment in the development of reciprocal social interaction associated with impairment in either verbal or nonverbal communication skills or with the presence of stereotyped behavior, interests and activities.

The repeating of words, motions, or tasks.

An individual who works in partnership with the family by providing assistance and services that help the family to coordinate and obtain their rights under the Early Intervention Program and services agreed upon on the IFSP. The OSC is designated in the IFSP.

Changes in procedure or format which provide a child with an equal opportunity to participate and demonstrate his knowledge and abilities. This can include changes in presentation, method of child’s response and/or the process a child uses to drive responses.

The practice of educating classified special education children in the regular classroom for at least part of the child’s school programs.

Refers to the education of students with disabilities to the maximum extent appropriate with children without disabilities.

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

Support provided by an outside group or agency who comes to the school to provide special education, technology-based services, adaptive access support for the visually impaired, support for the hearing impaired, etc.

A written plan for the child’s and family’s services in the Early Intervention Program that the family develops with a team of qualified personnel and the EIOD which includes the child’s current functioning, goals and frequency, duration and location of special education and related services to be provided.