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Chapter 2
Terms and Definition
| Term | Definition |
|---|---|
| Prereferral | The process of referring a child suspected of having disability to a multidisciplinary team that decides whether the student should be referred to special education. |
| Multidisciplinary team | A team of individuals from different discipline that typically decides whether at struggling student should be referred for special education evaluation or whether should be tied to see if the students improves. |
| Response to intervention (RTI) | A students change or lack of change in academic performance or behavior as a result of instruction. |
| Screening instruments | Quick measures administered to determine who may need a further assessments. |
| Progress monitoring | Assessments are frequent measures that teachers administer at regular intervals that provide information on on whether a student is learning as expected. |
| Curriculum-based measurement (CBM) | A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed. |
| Early intervening service | IDEA allows for academic or behavioral support or related services for students in grades K-12, with an emphasis on grade K-3. |
| Individualized education program (IEP) | IDEA requires an IEP to be drawn up by the educational team for each exceptional child. |
| Individualized family service plan (IFSP) | A plan mandates by PL99-457 to provide services for young children with disabilities. |
| Transition plans | A plan defined in a student's IEP that specific that students goals and services related to transitioning from high school to post-high school experience. |
| Supported employment | A method of integrating people with disabilities who cannot work independently into competitive employment. |
| Least restrictive environment (LRE) | A legal term referring to the fact that exceptional children must be educated in as normal an environment as possible. |
| Collaborative consultation | An approach in which a special educator and a general educator collaborate to come up with teaching strategies for students with disabilities. |
| Cooperative Learning | A teaching approached in which the teacher places students with heterogeneous ability together to work on assignments. |
| Peer-meditated instruction | The deliberate use of student's classroom peers to assist in teaching an academic or social skill. |
| Peer tutoring | A method that can be used to integrate students with disabilities into general education classrooms. |
| Peer confederates | Peers who assist teachers. |
| classwide peer tutoring (CWPT) | An instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates. |
| partial participation | An approach which students with disabilities, while in a general education classroom, engage in the same activities as students without disabilities but on a reduce basis. |
| modifications | Changes made in instruction or assesment to make it possible for students with a disability to respond more normally. |
| accommodations | changes in the delivery of instruction, type of student performance or method of assessment that do not change the difficulty of the curriculum. |
| adaptations | changes in curriculum content or conceptual difficulty or changes in instructional objectives and methods. |
| tiered assignments | Assignments varying in difficulty but on a single topic. |
| universal design, universal design for learning (UDL) | Designing lessons that are appropriate for all users. |
| cochlear implantations | A surgical procedure that allows people that are deaf to hear environmental sounds. |
| Co-teaching | A special educator working side by side with a general educator in a classroom. |
Created by:
giselleusc