English for Special Education
Vocabulary
Contents
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| Abeyance | a temporary halt to something, with the emphasis on "temporary" |
| Accessibility | the “ability to access” the functionality and benefit of some system or entity. This term is used to describe the degree to which a product (such as a device, a service, or an environment) is accessible by as many people as possible |
| Accommodations | adaptations made for specific individuals with disabilities (as defined by law) when a product or service isn’t accessible |
| Adaptive Software | any software or program that builds a model of the preferences, goals, and knowledge of each individual student and uses that model throughout the interaction with the student in order to adapt to that student’s assessed needs |
| Assessment | the observing and testing of children in order to identify their strengths and needs, to develop appropriate educational programs, and to monitor progress |
| Assessment Plan | the description of the battery of tests (psychological, achievement, language, etc.) to be used in a particular student's assessment |
| Assistive Technology | 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 child with a disability |
| Asynchronous instruction | teaching that is offered at a different place or time than when or where the actual instruction is being provided (e.g., video modules that students can access without being connected to an instructor or peers in real time) |
| Distance Learning | involves how students engage in learning and make academic progress when they are not physically present in schools. This is accomplished using a variety of digital and print resources, and differentiated modes of interaction with teachers and peers, when possible. How teachers engage students in distance learning is informed by the student’s access to technology and the internet |
| Individualized Education Program | a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services |
| Least restrictive environment (LRE) | A term meaning that children with disabilities must be educated (to the maximum extent appropriate) with children without disabilities |
| Progress Reports | inform parents of their child's progress toward each annual goal; determine whether progress is sufficient for their child to achieve the goals by the annual IEP due date; must be reported on when report cards are sent out (a copy must be sent home to parent/guardian) |
| Related Services | the term for those services a disabled child needs in order to benefit from special education; speech therapy, occupational therapy, physical therapy, and rehabilitation counselling are related services |
| Resource Specialist Program (RSP) | Students who can participate in regular education may also receive special education instruction in the RSP. These students can receive services within the classroom, or can be "pulled out" of the regular education classroom for special assistance during specific periods of the day or week and are taught by credentialed teachers with resource specialist authorization. |
| Synchronous instruction | happen in different locations; occurs at the same time that the instruction is being delivered; delivered through methods such as real-time chats and videoconferencing |
| Universal Design for Learning (UDL) | a way to optimize teaching to effectively instruct a diverse group of learners. The approach is based on insights from the science of how people learn. It emphasizes accessibility in how students access material, engage with it, and show what they have learned. UDL can be applied to in-person or virtual educational settings |