Saugerties High School

School District

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    • COMMON TERMINOLOGY
       
       
      Adapted Physical Education - a specially designed program of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program
       
      Adaptive Behavior - the effectiveness with which the individual copes with the natural and social demands of his environment
       
      Annual Review - an evaluation, conducted at least annually by the committee on special education, of the status of each student with a disability and each student thought to have a disability who resides within the school district for the purpose of recommending the continuation, modification or termination of the provision of special education programs and services for the student to the board of education
       
      Appropriate - right for the purpose, suitable, proper.  Both federal and state law require a child's special education program or service to be "appropriate."  This isn't necessarily  the same as "best."  Appropriateness is not defined in the laws, but court decisions have defined services as appropriate when they are:
         (1)  based on the assessed needs of the child;
         (2)  allow the child to make meaningful progress;
         (3)  are agreeable to parent and school; and
         (4)  meet state standards for special education
       
      Assistive Technology Device- any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability
       
      Assistive Technology Service - any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device
       
      Behavioral Intervention Plan - a plan that is based on the results of the functional behavioral assessment and, at a minimum, includes a description of the problem behavior, global and specific hypothesis as to why the problem behavior occurs and intervention strategies to address the behavior
       
      Compliance - in accordance with what the Regulations and IEP state
       
      Declassification - no longer classified as a student with a disability requiring special education services under IDEA
       
      504 - refers to Section 504 of the Rehabilitation Act of 1973
       
      Functional Behavioral Assessment - process of determining why a student engages in behaviors that impede learning and how the student's behavior relates to the environment.  The functional behavioral assessment includes, but is not limited to, the identification of the problem behavior, the definition of the behavior in concrete terms, the identification of the contextual factors that contribute to the behavior (including cognitive and affective factors) and the formulation of a hypothesis regarding the general conditions under which a behavior usually occurs and probable consequences that serve to maintain it.
       
      Inclusion - being included - having a student participate in the regular curriculum as much as possible
       
      Least Restrictive Environment - placement of students with disabilities in special classes, separate schools or other removal from the regular educational environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved.  The placement of an individual student with a disability in the least restrictive environment shall:
         (1)  provide the special education needed by the student
         (2)  provide for education of the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities; and
         (3) be as close as possible to the student's home
      *NYS wants only 3% of disabled students placed out of district.
       
      Mainstream - the general education setting, where students without disabilities receive their education
       
      Manifestation Determination - a review of the relationship between the student's disability and the behavior subject to disciplinary action
       
      MAPS - the 4 areas in an IEP that need to be addressed: 
      Management, Academic, Physical, Social
       
      Occupational Therapist - specializes in helping individuals with disabilities improve their skills of daily living in order to function as independently as possible - primarily helps the child improve fine motor skills
       
      Paraprofessional - teacher aide or teacher assistant
       
      Participating Agency - a state or local agency, other than the public agency responsible for a student's education, that is financially and legally responsible for providing transition services to the student
       
      Pendency - a student "stays put"  in their current placement until placement/program decisions are agreed upon
       
      Physical Therapist - trained to help individuals with disabilities improve and develop skills for balance and movement - concerned mainly with the function of the larger muscles of the body 
       
      Regular Education Teacher - for a school-age child, a teacher qualified to serve nondisabled students who is providing regular education instruction to the student.  If the student is not receiving instruction from one or more regular education teachers, a teacher qualified to provide regular education in the type of program in which the student may be placed may serve as the student's regular education teacher.
       
      Related Services - developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech-language pathology, audiology services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, medical services (as defined in Parts 200 and 201), parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.
       
      Special Education - specially designed individualized or group instruction or special services or programs and special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities
       
      Supplementary Aids and Services - aids, services, and other supports that are provided in regular education classes or other education-related settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in accordance with the least restrictive environment
       
      Transitional Support Services- those temporary services, specified in a student's individualized education program, provided to a regular or special education teacher to aid in the provision of appropriate services to a student with a disability transferring to a regular program or to a program or service in a less restrictive environment
       
      Transition Services - starting at age 14, a coordinated set of activities for a student with a disability, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including, but not limited to, post-secondary education, vocational training, integrated competitive employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.  The coordinated set of activities must be based on the individual student's needs, taking into account the student's preferences and interests, and shall include needed activities in the following areas:
         (1)  instruction;
         (2)  related services;
         (3)  community experiences;
         (4)  the development of employment and other post-school adult living objectives; and
         (5)  if appropriate, acquisition of daily living skills and functional vocational evaluation
       
       
    Last Modified on June 22, 2004
Last Modified on March 17, 2004
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