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Ch. 1
Exceptionality & Special Education
| Term | Definition |
|---|---|
| Disability | an inability to do something, a diminished capacity to perform in a specific way (an impairment). |
| Handicap | a disadvantage imposed on an individual |
| Prevalence | refers to the percentage of a population or number of individuals having a particular exceptionality. |
| Traumatic Brain Injury (TBI) | injury to the brain resulting in total or partial disability or psychosocial maladjustment that affects educational performance. |
| Special Educator | specially designed instruction that meets the unusual needs of an exceptional student and that requires special materials, teaching techniques, equipment, and/or facilities |
| Deinstitutionalization | a social movement starting in the 1960s where large numbers of people with intellectual disabilities and/or mental illness are moved from mental institutions into smaller community homes or into the homes of their families: recognized as a major catalyst |
| Inclusion | Mainstreaming; the idea of placing students with disabilities in general education classes and other school activities |
| Education for All Handicapped Children Act (EAHCA) | Public Law 94-142, became law in 1975 and is now known as the Individuals with Disabilities Education Act (IDEA). Retitled in 1990 and reauthorized in 1997 and 2004. |
| Individuals with Disabilities Education Act (IDEA) | Requires that to receive funds under the act, every school system in the nation must provide a free, appropriate public education for every child between the ages of 3 to 21, regardless of how or how seriously they are disabled. |
| Individuals with Disabilities Education Improvement Act (IDEIA) | Guarantees services to individuals with disabilities. Reauthorized in 2004. |
| Identification | extensive efforts to screen and identify all children and youths with disabilities. |
| Free Appropriate Public Education (FAPE) | every student with a disability has an appropriate public education at no cost to the parents or guardian |
| Due Process | the student's and parents' rights to information and informed consent before the student is evaluated., labeled, or placed, and the right to an impartial due process hearing if the disagree with the school's decision. |
| Parent/Guardian/Surrogate Consultation | the student's parents, or guardians, are consulted about the student's evaluation and placement and the educational plan; if the parents, or guardian, are unknown or unavailable, a surrogate parent must be found to act for the student. |
| Least Restrictive Environment (LRE) | the student is educated in the least restrictive environment consistent with his/her educational needs and with students without disabilities. |
| Nondiscriminatory Evaluation | The student is evaluated in all areas of suspected disability and in a way that is not biased by his or her language or cultural characteristics or disabilities. Evaluation must be by a multidisciplinary team, and no single evaluation procedure maybe used |
| Confidentiality | The results of evaluation and placement are kept confidential, though the student's parents (or guardian) may have access to the records. |
| Personnel Development, In-Service | Training for teachers and other professional personnel, including in-service training for general education teachers, in meeting the needs of students with disabilities. |
| American with Disabilities Act (ADA) | enacted in 1990. Civil rights legislation for persons with disabilities ensuring nondiscrimination in a broad range of activities. |
| Hydrocephalus | an accumulation of fluid around the brain that can cause mental or physical disabilities if not corrected |
| Individual Education Program (IEP) | A written individualized education program is prepared for each student with a disability, including levels of functioning, long-term goals, extent to which the student will not participate in the general education classroom and curriculum, services to be |
Created by:
Jarcher1
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