Definitions

Autism (as defined by IDEA) means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects educational performance. Characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to changes in daily routines or the environment, and unusual responses to sensory experiences. The term autism does not apply if the child's educational performance is adversely affected primarily because the child has emotional disturbance. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.

Deaf-Blindness (as defined by IDEA) means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Deafness (as defined by IDEA) means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

Developmental Delay occurs when a child's development progresses at a slower rate than most children. This is often seen as a delayed achievement of one or more of a child’s milestones. A developmental delay can affect a child’s physical development, cognitive development, communication development, social or emotional development, or adaptive development

Dyslexia is the inability to attain language skills proportionate with their intellectual ability. The students face problems arise in the area of processing information and having the ability to reproduce it in an understandable fashion. Individuals having dyslexia may demonstrate problems in any of the areas of reading, writing, spelling, or math calculations.

Hearing Impairment (as defined by IDEA) means impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”

Inclusion: students with disabilities are included in the general education classroom/ program to the extent possible . Any support services that student needs will be provided by this setting.

Individuals with Disabilities Education Act ( IDEA) was first enacted in 1975 as the Education for all Handicapped Children Act. It is a comprehensive law that governs the education of students with disabilities. The current version of the law was amended in 2004 (referred to as IDEA 04 or PL108-446). For more information about the IDEA, go to the U.S. Department of Educations’ IDEA website at http://idea.ed.gov/.

Individualized Education Program (IEP): is a legal document designed by a team of educators, specialists, and the child’s parents/ guardians that outlines the child’s learning / behavioral goals and objectives. This document must be updated at least every 12 mths;however, an IEP team meeting can be called by any member of the team at anytime. The IEP includes a description of the child’s present level of education performance and identifies annual goals and objectives along with methods for assessing progress toward goals and objectives. In addition, the IEP includes any necessary supports, accommodations, adaptations and/or related services.

Learning Disabled (LD) As currently defined in IDEA, the term refers to a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage (IDEA).

Least Restrictive Environment (LRE) refers to the concept that children with disabilities should be educated to the maximum extent possible with children who are not disabled while meeting all their learning needs and physical requirements. The type of setting is stipulated in a child’s IEP.

Section 504 is a component of the US Rehabilitation Act of 1973 , and protects the rights of individuals with disabilities in program and activities that receive federal funds from the U.S. Department of Education. Section 504regulatiosn require a school district to provide a “free appropriate public education” (FAPE)to each qualified student with a disability who is in the school districts jurisdiction, regardless of the nature or severity of the disability. This may be defined as regular or special education services. Section 504 does require development of a plan, usually referred to as a 504 plan, although this written document is not mandated. The Individualized Education Program (IEP) of IDEA may be used as the 504 plan. Typically, a student who needs 504 services needs accommodations and/or related services but does not need special placement or instruction from a special education teacher.

Speech or Language Impairment (as defined by IDEA) means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.