Special Education Test
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| Instruction supports or services needed by student to access instruction, such as a braille writer, preferential seating or books on tape. This does not change curriculum or subject covered. | Accommodations
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| Changes made to the curriculum, environment, or the expectations in order to meet the student's needs such as limiting the number of math problems or exemption from certian tasks. | Modifications
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| More widely used in reference to facilities and equipment needed by a student during instruction, such as wheelchair accessibility, special furniture or posting a daily picture chart. This may also be reflected under a 504. | Adaptations
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| Teacher specifically provides additional support. | Direct Instruction
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| Addresses the different abilities, strengths & needs of various learners & their style of learning. | Differentiated Instruction
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| Nine areas of learning to be addressed in classrooms. | Multiple Intelligence Strategies
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| A student assisting another student with a disability in his studies. | Peer Tutoring
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| Everything in the environment, in learning & in products, should be accessible to everyone. | Universal Design
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| Any item, high or low tech, piece of equipment or product system used to remove barriers/solve problems for students w/disabilities. | Assistive Technology
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| Supports students w/oral language problems. | Augmentative Technology
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| Suports all students, but especially helpful for those w/physical disabilities, hearing and visual impairments/ | Assistive Technology
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| Provides drills & practice for students who have problems in basic skill areas & motivation. | Instructional Technolgy
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| For students with reading problems. | Oral Reading Software
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| Supports students w/written expression deficits. | Word Processing Software
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| Skills or techniques that maybe used to assist a student in learning the curriculum. Ex-visual clues, flip charts and color coded words. | Strategies
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| The breakdown of a task into component parts. | Chained Response
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| Allows student to remember and organize large amounts of information. | Chunking
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| Strategy that supports a student as she needs help and eventually fades out as she gains mastery. | Contingent Teaching
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| Teaching students how to learn instead of teaching the particular content. | Learning Strategy Approach
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| Technique where a visual, auditory or tactile cue is presented to facilitate the completion of a task. | Prompting
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| Application of a learned behavior or skill to another setting. | Response Generalization
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| Observing student to see what he can do, assisting till he understands the how and why and can perform himself. (direct instruction, tutoring, modeling and independance) | Scaffolding
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| Goals are broken into smaller steps & sequenced while keeping the learner's pace in focus. | Task Analysis
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| Functional Behavior Assessment | FBA
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| Behavior Intervention Plan | BIP
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| Inappropriate behavior considered more damaging & serious than others. | Acting out Behavior
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| Determine how & why a student responds to certain events, situation or the environment the way he does. | Applied Behavior Analysis (ABA)
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| Applied Behavior Analysis | ABA
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| Public school placement when student can not function in a traditional setting. | Alternative School Placement
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| A stimulas used in behavior management & behavior modifications that occurs prior to the behavior & establishes the reson for the behavior. | Antecendent
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| Stratigies or actions used to extinguish, change or redirect an inappropriate behavior. (Positive reinforcement, negative reinforcement, aversive intervention) | Behavior Intervention
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| an evaluation tool that lists specific observable behaviors to assess the severity, frequency & type of exhibited behaviors. | Behavioral Rating Scales
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| Stumulas that follows a behavioral action used in behavior management or modification to increase or decrease the behavior. | Consequences
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| Written agreement between teacher and student. | Contingency Contract
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| Strategy which a function or task is broken down into steps that are rewarded immediately in a trail by trail basis. | Discrete Trial Training
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| Use of imitation by a student to set in place the desired behaviors. | Modeling
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| Student is motivated to used desired behavior to avoid a negative consequence. | Negative reinforcement
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| Behavior continues beyone typical end point - student demonstrates difficulty switching tasks. | Perseveration
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| Student is motivated to use desired behavior bacause of an obtainable reward | Positive reinforcement
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| Behavior selected for intervention. Behavior modification = undesireable behavior, behavior management = positive behavior. | Target Behavior
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| Professionals work together and used expertise of one other. | Collaboration
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| Includes communication and cooperation between professionals for ensured delivery to students. | Coordination
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| Professionals work together/share methods and strategies. | Consultation
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| 2 or more teachers work together to plan, instruct and assess students. | Co-teaching
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| Professionals work independently of each other. | Multidisciplinary
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| Professioanls conduct independent assessments but communicate and collaborate. | Interdisciplinary
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| High level of coordination and envolvement between professionals. | Transdisciplinary
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| This plan must be in place by student's 16th birthday and part of formal IEP. | Individual Transition Plan (ITP)
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| Individual Transition Plan | ITP
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| The 4 key areas of an ITP | Post secondary education, employment, independent living and community envolvement.
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