Glossary of Terms
The process of administering global methods to determine if the child has a suspected disability and whether the child should have evaluations to determine if he qualifies for special education services and/or related services.
A civil rights law from The Rehabilitation Act of 1973 that prohibits any agency that receives federal money from discriminating against an individual on the basis of disability. The law requires "reasonable accommodation" of a disability, and Section 504 may be used to access special education services that a student may not necessarily qualify for under the IDEA.
Also called a Case Manager, the individual selected by an early intervention team and named in the IFSP (Individualized Family Service Plan) to coordinate early intervention services and integrate the family into the process.
|Short Term Objectives||
Specific, measurable steps written in the IEP and implemented to assist in achieving annual goals. Student progress in meeting the objectives should be reviewed, and progress documented and shared with parents at least as frequently as parents of nondisabled students.
Specifically designed instruction, related services, and supplementary aids and services provided for a child determined to have an educational disability under the IDEA in order to meet the student's unique educational needs.
|Speech Therapy (ST)||
A planned program provided by a Speech and Language Therapist/Pathologist (SLP) to correct or improve problems with communication, language and/or voice disorders.
Tests where the administration, scoring, and interpretations are set or prescribed and must be strictly followed; scores resulting from these tests are based on a normed population and compare students to their same-age peers.
|State Education Agency (SEA)||
Responsible for monitoring local education agencies and for making sure that they follow state and federal laws. In Maryland the SEA is the Maryland State Department of Education (MSDE).
|Student with Disabilities||
Students who have been evaluated in accordance with County procedures and identified as having temporary or long-term special educational needs arising from: cognitive factors, emotional factors, physical factors or any combination of these. Their ability to meet general education objectives is impaired to a degree whereby the services available in the general education program are inadequate in preparing them to achieve their educational potential.
|Supplementary Aides and Services||
Supports that are provided in the classroom, extracurricular, and nonacademic settings to allow a student with a disability to be educated with his nondisabled peers to the maximum extent appropriate; when possible these supports should be scientifically based.