MTLE Special Education Core Skills flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

Least restrictive environment

IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids and services cannot achieve satisfactory education.

Free appropriate public education

Special education and related services provided at public expense, under public supervision, meeting state standards, and conforming to an IEP that confers meaningful educational benefit.

Prior written notice

Written notice to parents before the school proposes or refuses to initiate or change identification, evaluation, placement, or provision of FAPE; must explain reasons and options considered.

Independent educational evaluation

An evaluation conducted by a qualified examiner not employed by the school district; parents may request one at public expense or the district must file due process.

Manifestation determination review

Meeting held within 10 school days when discipline changes placement beyond 10 days; team decides whether behavior was caused by or directly related to the disability.

Functional behavioral assessment

Systematic process identifying antecedents, consequences, and functions of problem behavior to design a behavior intervention plan that teaches replacement skills.

Response to intervention

Multi-tiered prevention framework using universal screening and progress monitoring; increasingly intensive, research-based instruction is provided before or instead of special education referral.

Specific learning disability

A disorder in basic psychological processes affecting understanding or using language, manifesting in imperfect ability to listen, think, read, write, spell, or calculate.

Universal design for learning

Instructional framework providing multiple means of engagement, representation, and action and expression so diverse learners can access content without retrofitting accommodations.

Accommodation versus modification

Accommodations change how a student accesses content (extended time, read-aloud); modifications change what is taught or expected (reduced content, alternate standards).

Progress monitoring

Frequent, repeated measurement of student performance on IEP goals using brief standardized probes, graphed to evaluate whether instruction is effective.

Present levels of performance

IEP statement describing the student's current academic achievement and functional performance, including how the disability affects involvement and progress in general education.

Transition services

Coordinated activities and courses of study designed to move a student from school to postsecondary education, employment, and independent living, planned by age 16.

Summary of performance

Document provided when a student exits special education by graduation or aging out, summarizing academic achievement and functional performance and recommending supports.

Section 504 plan

Accommodation plan under the Rehabilitation Act for students with a physical or mental impairment substantially limiting a major life activity; no specialized instruction required.

Child Find

State obligation to identify, locate, and evaluate all children with suspected disabilities, including private school, homeless, and ward-of-the-state children, who need special education.

Emotional disturbance

IDEA category requiring one or more characteristics such as relationship problems or inappropriate behavior, exhibited over a long period to a marked degree, adversely affecting performance.

Other health impairment

IDEA category for chronic or acute health conditions such as ADHD, epilepsy, or asthma that limit strength, vitality, or alertness and adversely affect educational performance.

Intellectual disability

Significantly subaverage intellectual functioning with concurrent deficits in adaptive behavior, both manifesting during the developmental period and adversely affecting educational performance.

Autism spectrum disorder

Developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age three, with restricted or repetitive behavior patterns.

Speech or language impairment

Communication disorder in articulation, fluency, voice, or language that adversely affects educational performance; a language difference alone is not a disability.

Positive behavioral interventions

Tiered schoolwide framework teaching and reinforcing expected behaviors, using data-based decision making and individualized supports for students with intensive needs.

Behavior intervention plan

Written plan based on functional assessment data specifying prevention strategies, replacement behaviors to teach, reinforcement, and consequences, reviewed for effectiveness.

Due process hearing

Impartial administrative proceeding where parents or school districts present evidence to resolve disputes about identification, evaluation, placement, or provision of FAPE.

Procedural safeguards notice

Written explanation of parental rights under IDEA, given once yearly and on initial referral, filing of complaint, or request for due process, including mediation options.

Assistive technology

Any item, equipment, or software that increases or maintains functional capabilities of a student with a disability; must be considered for every IEP.

Individualized education program

Written legal document specifying present levels, measurable annual goals, services, accommodations, placement, and progress reporting for an eligible student.

IEP team membership

Required members include parent, general education teacher, special education teacher, district representative, evaluation interpreter, and the student when appropriate.

Age of majority

At 18 in most states, rights transfer to the student; the IEP must include a statement that the student was informed of this transfer at least one year prior.

Extended school year

Services provided beyond the normal school year when data show the student will regress and not recoup skills in a reasonable time, or when critical skills are at risk.

Curriculum-based measurement

Standardized, brief probes of basic skills administered repeatedly and graphed to measure growth and evaluate instructional effectiveness against goals.

Explicit instruction

Teacher-directed approach using modeling, guided practice, frequent checks for understanding, and cumulative review, effective for students with learning disabilities.

Scaffolding

Temporary support such as models, prompts, or graphic organizers gradually withdrawn as the learner gains competence and independence with the task.