ORELA Special Education (NT602) flashcards

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

IDEA

Federal law ensuring a free appropriate public education in the least restrictive environment for eligible students aged 3–21 with one of 13 disability categories and demonstrated educational need.

FAPE

Free appropriate public education: individualized special education and related services provided at public expense, meeting state standards, and conforming to a written IEP.

LRE

Least restrictive environment: the presumption that students with disabilities are educated with nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids fail.

IEP

Individualized Education Program: a written plan including present levels, measurable annual goals, special education and related services, extent of nonparticipation, and progress-reporting procedures.

Section 504

Rehabilitation Act provision prohibiting disability discrimination and requiring accommodations for students with impairments substantially limiting a major life activity; broader than IDEA but without IDEA's safeguards.

Prior written notice

Written notice to parents in their native language whenever the district proposes or refuses to change identification, evaluation, placement, or provision of FAPE.

Manifestation determination

Review asking whether behavior was caused by or substantially related to the student's disability, or resulted from the district's failure to implement the IEP.

Functional behavioral assessment

Systematic process identifying antecedents, behaviors, and consequences to determine the function of behavior and inform a behavior intervention plan.

Behavior intervention plan

A written plan based on FBA data specifying proactive supports, replacement behaviors, and response strategies to reduce interfering behavior and teach appropriate skills.

Response to intervention

Tiered prevention framework: Tier 1 core instruction, Tier 2 targeted small-group intervention, Tier 3 intensive individualized intervention, with progress monitoring guiding decisions.

Curriculum-based measurement

Brief standardized probes in reading, math, and writing used to quantify progress; trend lines compared to goal lines judge instructional effectiveness.

Universal design for learning

Instructional framework providing multiple means of representation, engagement, and expression so diverse learners can access content and demonstrate knowledge.

Accommodation versus modification

Accommodations change how a student accesses material; modifications change what the student is expected to learn. Both must appear in the IEP.

Assistive technology

Devices and services that increase, maintain, or improve functional capabilities of students with disabilities; the IEP team must consider and document needs.

Co-teaching models

Arrangements including one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching, each varying instructional responsibility.

Related services

Supportive services such as speech-language pathology, occupational therapy, physical therapy, counseling, school nursing, and transportation, provided only when needed to benefit from special education.

Transition planning

Beginning no later than age 16, measurable postsecondary goals in education/training and employment, plus independent living where appropriate, based on transition assessments.

Reevaluation

Required at least every three years unless parent and district agree otherwise; determines continued eligibility and educational needs using multiple measures.

Independent educational evaluation

An evaluation by a qualified examiner outside the district, obtainable at public expense when parents disagree with the district's evaluation, subject to district criteria.

Continuum of placements

Range from general education with supplementary aids through resource rooms, self-contained classes, special schools, homebound settings, and residential placement.

Specific learning disability

A disorder in basic psychological processes affecting listening, thinking, reading, writing, spelling, or math; identified via discrepancy or RTI models, excluding other causes.

Emotional disturbance

A condition over a long period exhibiting one or more of inability to learn, relationship problems, inappropriate behavior, unhappiness, or physical symptoms, adversely affecting performance.

Other health impairment

Limited strength, vitality, or alertness due to chronic or acute health problems such as asthma, ADHD, diabetes, epilepsy, or heart conditions, adversely affecting educational performance.

Autism

A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, adversely affecting educational performance.

Traumatic brain injury

An acquired injury to the brain caused by external physical force, resulting in impairments in cognition, memory, attention, or behavior that adversely affect educational performance.

Multiple disabilities

Concomitant impairments such as intellectual disability with orthopedic impairment, whose combination causes severe educational needs not accommodated by programs for a single disability.

Speech or language impairment

A communication disorder such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affects educational performance.

Deaf-blindness

Concomitant hearing and visual impairments whose combination causes severe communication, developmental, and educational needs not accommodated by programs for a single disability.

Interim alternative placement

A 45-school-day setting ordered for weapons, drugs, or serious bodily injury, regardless of whether the behavior is a manifestation of the disability.

Positive behavioral interventions

Schoolwide and individual supports emphasizing prevention, teaching expected behaviors, and data-based decision making to reduce discipline referrals and improve outcomes.

Progress monitoring

Frequent, repeated measurement of student performance against goals, used to adjust instruction and determine whether interventions are effective.

Multidisciplinary eligibility team

Group including parents and qualified professionals who review evaluation data and determine whether the student meets criteria for a disability category.