OSAT OK085 flashcards

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

IDEA

The federal Individuals with Disabilities Education Act guarantees a free appropriate public education in the least restrictive environment to eligible students aged 3-21, with procedural safeguards and individualized planning.

Specific learning disability

A disorder in one or more basic psychological processes involved in understanding or using language, manifesting in imperfect ability to listen, think, read, write, spell, or do mathematics.

Intellectual disability criteria

Significantly subaverage intellectual functioning plus concurrent deficits in adaptive behavior, both present during the developmental period before age 18, adversely affecting educational performance.

Autism spectrum disorder

A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects educational performance and is not explained by emotional disturbance.

Emotional disturbance

One or more characteristics such as inability to learn unexplained by other factors, relationship problems, inappropriate behavior, depression, or physical symptoms, exhibited over a long period to a marked degree.

Other health impairment

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

Section 504

A civil rights law prohibiting discrimination based on disability; it requires accommodations for students with impairments substantially limiting a major life activity, even without special education eligibility.

Traumatic brain injury

An acquired injury to the brain caused by external physical force resulting in total or partial functional disability or psychosocial impairment that adversely affects educational performance; excludes congenital conditions.

Initial evaluation timeline

A full initial evaluation must be completed within 60 days of receiving parental consent, or within the state-established timeframe, before the team determines eligibility.

PLAAFP

Present levels of academic achievement and functional performance describe a student's current skills, how the disability affects involvement in the general curriculum, and baseline data used to write goals.

Measurable annual goals

Statements in the IEP describing what a student can reasonably accomplish in one year, tied to the PLAAFP, with criteria for measuring progress reported to parents.

Least restrictive environment

The requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal justified in the IEP only when supplementary aids are insufficient.

Reevaluation

A review of existing evaluation data at least every three years to determine continued eligibility and needs, unless parent and school agree it is unnecessary.

Accommodation vs modification

Accommodations change how a student accesses content, such as extended time or read-aloud; modifications change what is taught or the performance standard expected.

Nondiscriminatory assessment

Evaluation must use multiple valid, reliable measures administered in the child's native language or mode of communication, selected and administered so as not to be racially or culturally discriminatory.

Independent educational evaluation

An evaluation conducted by a qualified examiner outside the school district, which parents may request at public expense if they disagree with the district's evaluation.

IEP team membership

Includes parents, a general education teacher if the student is or may be in general education, a special education teacher, a district representative, someone to interpret evaluations, and the student when appropriate.

Universal Design for Learning

A framework providing multiple means of representation, action and expression, and engagement so that curriculum is accessible to diverse learners from the outset.

Explicit instruction

A structured sequence of modeling, guided practice, and independent practice with clear objectives, frequent checks for understanding, and cumulative review and feedback.

Scaffolding

Temporary instructional support such as graphic organizers, sentence frames, or chunked tasks that is gradually withdrawn as the student gains competence.

Functional behavioral assessment

A process identifying antecedents, behaviors, and consequences to determine the function of behavior and inform a behavior intervention plan that teaches replacement behaviors.

PBIS tiers

A multi-tiered framework: universal supports for all students, targeted supports for some, and intensive individualized supports for a few, all driven by data.

Progress monitoring

Frequent brief probes of a target skill, graphed against a goal line, used to judge whether an intervention is effective and to adjust instruction.

Assistive technology

Any device or service that increases, maintains, or improves functional capabilities of a student with a disability, ranging from pencil grips to speech-to-text and AAC devices.

Strategy instruction

Teaching students explicit learning strategies such as mnemonics, self-monitoring checklists, or summarization steps to improve comprehension and independent learning.

Co-teaching models

Arrangements including one teach/one observe, one teach/one assist, station, parallel, alternative, and team teaching, each distributing instructional roles differently.

FERPA

A federal law giving parents the right to inspect and review education records, request amendment, and consent to disclosure, with directory information releasable unless the parent opts out.

Procedural safeguards

IDEA protections including prior written notice, parental consent, access to records, independent educational evaluation, and mediation or due process options for disputes.

Mediation

A voluntary dispute resolution process facilitated by an impartial mediator; it cannot be used to deny or delay a parent's right to a due process hearing.

Paraprofessional role

A support staff member who delivers instruction under the supervision of certified teachers but does not design instruction, conduct evaluations, or make eligibility decisions.

Cultural reciprocity

A collaborative practice in which professionals examine their own cultural assumptions and negotiate goals with families rather than imposing school values.

Transition planning

Coordinated activities and interagency linkages, beginning no later than age 16, that build measurable postsecondary goals for education, employment, and independent living.