Assessment—A way of collecting information about what a student knows and can do and what a student still needs to learn. Assessment may include giving tests, observing the student, and looking at a student's portfolio or work samples. Assistive Technology—Assistive technology devices and/or services. See below. Assistive Technology Device—Equipment that is used to maintain or increase the functional capabilities of children with disabilities. Assistive Technology Service—A service that directly helps a child with a disability in the selection, acquisition, or use of an assistive technology device. This includes evaluating assistive technology needs; purchasing equipment; selecting, fitting, and repairing equipment; and training the child, family, teachers, employers, or others in the use of the equipment. Behavior Intervention Plan (BIP)—A plan that helps a student with a disability to decrease his or her problem behaviors. The BIP includes strategies the student will be taught that will allow the student to stop the problem behaviors or replace them with other behaviors. The BIP also includes the method for determining the student's progress in decreasing the problem behavior. Benchmarks —Statements in the IEP that describe major milestones a student must reach in order to achieve one of his or her "measurable annual goals." An IEP must include either benchmarks or "short-term objectives." Certificate of Completion—This certificate is given to students who pass the required courses in high school but fail to pass the state graduation test or achieve the grade point average required for a "standard diploma." Change of Placement—A change in the type of placement listed on the IEP of a student with a disability. This includes a change from a more restrictive placement to a less restrictive placement, or vice versa. Change of placement must be determined during an IEP meeting. Child Study Team—A group of people who help teachers meet the learning needs of their students. The team may refer a student for an "evaluation." Community-Based Instruction (CBI)—Instruction that takes place in locations in the community and is designed to help students perform skills such as grocery shopping and using public transportation. CBI often includes training in the classroom followed by practice in community settings. Complaint—A parent's formal written claim that a school district has violated a law related to the education of students with disabilities. Also called "formal complaint" and "formal written complaint." Confidential—Private, not to be seen by others. School records are confidential, so they may be read or used only by school staff members, parents, and others allowed to see them by law. Consent—Parents’ agreement to let the school take an action that affects their child’s education. Consent is usually shown by the parent signing a form. Continuum of Services—The range of possible placements for students with disabilities. It includes services provided in a general education classroom, some services provided in a general education classroom and some in a special class, services provided in a special school, and other placements. Courses of Study—The courses a student age 14 or older plans to take in order to reach his or her desired post-school outcome. Daily Living Skills—Skills in taking care of one's own personal needs as independently as possible. Examples include dressing for work, renting an apartment, and buying a bus pass. Desired Post-School Outcome Statement—A statement that describes where a student would like to be within one to five years of leaving school. It is a vision of what that student wishes to become. Developmentally Delayed—One of the ESE programs in Florida. This program is for children ages birth to five only. A child with a developmental delay is developing more slowly than his or her peers either mentally, emotionally, or physically. In order to be eligible for programs and services for students with developmental delays, a child must meet all the requirements listed in the Florida State Board of Education Rules. Disability—A condition that makes it hard for a student to learn or do things in the same ways as most other students. A disability may be short-term or permanent. Dismissal—A decision made at an IEP meeting to dismiss a student from ESE services because the student no longer needs those services. The IEP team reviews evaluations and other information about the student before making this decision. Parents will receive written notice before services are stopped. Due Process Hearing—A formal meeting held to settle disagreements between parents and school districts about the evaluation, eligibility, placement, services, or IEP of a child with a disability. The meeting is run by an administrative law judge. Duration—On an IEP, this indicates the length of time a student with a disability is expected to need a service during the school year or extended school year. Eligibility Criteria—The requirements a child must meet to be eligible for each exceptionality category (program). The eligibility criteria are listed in Florida's State Board of Education Rules. Eligibility Staffing—A meeting at which the parents and a group of school staff members decide if a student is eligible for ESE services. This decision is based on evaluation reports and other information. To be eligible, the student must meet the requirements listed in the Florida State Board of Education Rules. Eligible—Refers to a student who meets the requirements for and is in need of ESE programs and services. The decision is based on State Board of Education rules. Employability Skills—Skills necessary to get and keep a job. These are not technical skills but social and verbal skills that would help a person work well with others, communicate with others, follow directions, and be on time. ESE—See "exceptional student education." ESE Administrator—The leader of a school district's ESE programs. This person works for the whole school district, not just one school. Evaluation—A way of collecting information about a student’s learning needs, strengths, and interests. It is used to help decide whether a student has a disability and is eligible for ESE programs and services. It may include giving individual tests, observing the child, looking at records, and talking with the student and parents. Exceptional Student—A student who has special learning needs as described in State Board of Education Rules. This includes students who have a disability. It also includes students who are gifted. A child does not have to be in school to be an "exceptional student." Exceptional Student Education (ESE) — The name given in Florida to educational programs and services for students with special learning needs (including those who have disabilities and those who are gifted). It is sometimes called "special education." Exceptionality—A disability or special learning need. Giftedness is also an exceptionality. Extended School Year (ESY) Services—Special education and related services provided to students with disabilities beyond the regular 180-day school year. Family Support Plan (FSP)—A written plan that describes the concerns and needs of the family related to the development of an infant or toddler who has a disability or developmental delay. It lists the services to be provided to the child and the family. An FSP may also be used instead of an IEP for children who are three, four, or five years old. FAPE—See "free appropriate public education." Formal complaint—See "complaint." Free Appropriate Public Education (FAPE)— The words used in the federal law (IDEA) to describe the right of a student with a disability to special services that will meet his or her individual learning needs, at no cost to his parents. Frequency—How often a service is provided, such as "twice a week." FSP—See "family support plan." Functional Behavioral Assessment (FBA)—The process of gathering data about problem behaviors of students with disabilities. Information about when, where, and under what conditions the behaviors occur is included. Functional Vocational Evaluation—An ongoing process that identifies a student’s work-related skills, interests, and need for training. GED Diploma—A high school diploma earned by a student who is at least 18 years old and who passes the Tests of General Educational Development. General Educational Development Diploma—See "GED diploma." General Curriculum—The things that most nondisabled students are studying. In Florida, the general curriculum is the Sunshine State Standards, which describe what students are expected to know and be able to do at various points in their education. General Education—The classes and activities most students participate in. It includes academic and vocational education. Hearing Officer—See "administrative law judge." IDEA—See "Individuals with Disabilities Education Act." Identification—The determination that a student has a disability and what the disability is. IEP—See "individual educational plan." IEP Meeting—A meeting held at least every 12 months to write a student’s IEP. Changes in a student's services or placement must be made at an IEP meeting. IEP Review—A meeting held to discuss changing the IEP of a student with a disability. Any member of the IEP team, including the parent, may request an IEP review. Impartial—Fair. An impartial person is one who does not take sides. For example, the person who runs a due process hearing must not work for the school district or be a friend of the parent. Independent Educational Evaluation (IEE)—An evaluation asked for by a student’s parents and done by someone who does not work for the school district. Independent Functioning—A student's skills in meeting his or her own needs, such as feeding, dressing, and toileting; traveling safely; and using time management and organizational strategies. Individual Educational Plan (IEP)—A written plan that describes the individual learning needs of a student with disabilities and the ESE services, supports, aids, and accommodation and modifications that will be provided to that student. Individual Evaluation—See "evaluation." Individuals with Disabilities Education Act (IDEA)—The most important United States law regarding the education of students with disabilities. Initiation Date—The date, month, and year on which a service will begin for a student with a disability. Interventions—Strategies used to help a student make progress in learning or behavior. This term is often used for strategies implemented to help a student who has been referred, before or instead of evaluating the student's need for ESE services. Job Coaching—Help for a student with disabilities in which a specially trained adult goes to the workplace with the student and helps the student to learn all the tasks that are part of that job. Learning Disability—See "Specific Learning Disabilities." Least Restrictive Environment (LRE) — The school setting (placement) that allows a child with a disability to be educated to the greatest extent possible with children who do not have disabilities. Location—Where services will be provided, such as "general education classroom." Measurable Annual Goal—A statement in an IEP of what a student needs to learn and should be able to learn within one year. Mediation—A process in which parents and school personnel try to settle disagreements with the help of a person who has been trained to resolve conflicts. Modification—A change in the requirements of a course or the standards a student must meet. A change in what the student is taught or tested on. The change is based on the student's needs because of his or her disability. Compare with "accommodation." Motor—Having to do with use of the large and small muscles to move parts of the body. Examples of motor skills are walking, holding and moving a pencil, and opening a door. Mutually Agreeable—Acceptable to both the parents and the school. IEP meetings must be held at a time and place that is mutually agreeable. Notice—A note or letter to parents about an action the school plans to take that will affect their child’s education On-the-Job Training (OJT)—Instruction that provides students with realistic work experiences in order to help them acquire and apply knowledge, skills, and attitudes needed to hold a job. Orientation and Mobility Services—Services that help students with visual impairments learn to move about safely in school, home, and community. Placement—The type of setting in which the child is to receive special services. The placement may include one or more than one classroom or other area in which the student is to receive services for a particular amount of time. Post-School Activities—Activities a student would like to pursue after finishing high school. Some post-school activities are postsecondary education, continuing and adult education, vocational training, employment, adult services, independent living, recreation, and community participation. Postsecondary Education—The next level of education after high school, such as college/university course work or vocational/ technical training. Pre-Academic—Having to do with skills a student needs to learn before he or she is ready to learn academic subjects, such as reading and math. Examples of pre-academic skills are knowing colors and holding a crayon or pencil correctly. Present Levels of Educational Performance—Statements in an IEP that describe what a student can do or what he or she knows now. Prevocational—Having to do with skills a student needs to learn before he or she is ready to learn job skills. Examples of prevocational skills are telling time, using a ruler to measure, and following directions. Procedural Safeguards—Rules outlined in IDEA that give parents the rights to participate, have notice, and give consent. The procedural safeguards also determine how parents and schools can resolve disputes through mediation, due process, or complaint procedures. Reevaluation—An evaluation that takes place after a student has already been receiving ESE services. A student with a disability must be reevaluated at least every three years to determine if the services he or she is receiving are still appropriate. Reevaluation may include new tests or other activities, or it may be based on review of data already available. See "evaluation." Referral—A request that a child be given an individual evaluation. A referral may be made by a parent, a teacher, a doctor, or anyone who has worked with the child. Children do not have to be in school to be referred. Related Services—Special help given to a student with a disability in addition to classroom teaching. Related services help a student benefit from instruction. Examples of related services are special transportation, social work services, physical and occupational therapy, and the services of readers for the blind. Residential Setting—Where a person with a disability lives. Examples of residential settings include one’s own home or apartment, a family care program, a foster care facility, a group home, and intermediate care facilities for the developmentally disabled (ICF/DD). School Psychologist—A professional who conducts evaluations, especially intelligence testing. A school psychologist may also work with classroom teachers, parents, and school administrators on behavior assessments and behavior management. School Social Worker—A professional who may provide services in the home, including parent-student conferences, family counseling, parent education, information and referral, social-developmental history, and behavior assessments, as well as services in the school and community, including parent groups. Screening—A way of testing a group of students to find out if any of them need an individual evaluation. Self-Advocacy—Actions a person with a disability takes to be sure his or her needs are understood and met, wishes are respected, and rights are honored. Self-Help—Having to do with skills that allow a student to do things for himself. Examples of self-help skills are a student being able to dress or cross the street without help. Sensory—Having to do with the use of the senses of hearing, seeing, touching (feeling), smelling, or tasting as a part of learning. An example of a sensory skill is being able to see the differences between letters of the alphabet. Short-Term Objectives—Statements in an IEP that describe small, measurable steps a student must learn or master before the student can reach one of his or her "measurable annual goals." An IEP must include either short-term objectives or "benchmarks." Situational Vocational Assessment—A system of observation used to gather information about a student's work-related behavior in a controlled work environment. Social—Having to do with a student’s ability to get along with other people—adults or children. An example of a social skill is being able to play well with other children. Special Certificate of Completion—This certificate is given to students with disabilities who pass the required ESE courses in high school but fail to master the Sunshine State Standards for Special Diploma. See "certificate of completion," and "special diploma." Special Diploma—The diploma given to students with disabilities who are not able to meet the regular Sunshine State Standards and receive a standard diploma. There are two types of special diplomas, special diploma option 1 and special diploma option 2. To receive special diploma option 1, the student must meet the Sunshine State Standards for Students with Disabilities. Criteria for special diploma option 2 are based on the individual needs of the student. Special Education—See "exceptional student education." Speech and Language—Having to do with a student’s ability to talk, write, listen, or read. This includes understanding other and making himself or herself understood. An example of a speech-language skill is being able to put words together into a sentence. Speech-Language Pathologist—A professional trained to identify and treat communication disorders. Speech-language pathologists assist persons with speech and language disorders. They work with classroom teachers to help children with communication problems and to develop lessons on the communication process. They also work with parents to understand and help their children who have communication disorders. Staffing—See "eligibility staffing." Standard Diploma—Diploma granted to students who earn a specified number of credits and grade point average, meet the regular Sunshine State Standards, and pass the state graduation test. This is the general education diploma. State Board of Education Rules—The rules developed to implement Florida's laws related to education. Sunshine State Standards—A set of objectives that describe what Florida's students are expected to know and be able to do at certain stages of their school career. Most students with disabilities are able to meet these standards if they have the right services and accommodations. Sunshine State Standards for Special Diploma—A set of objectives students with disabilities in Florida work on if they cannot meet the regular Sunshine State Standards. Supplemental Security Income (SSI) Benefits—Benefits paid to children with disabilities who are under age 18 and whose families have limited income. When a young person turns 18, and the income of his or her parents are no longer considered, the young person becomes a family of one. A young adult who was not eligible for SSI before his or her 18th birthday because his or her parents' income was too high may become eligible at 18 and should reapply. Supplementary Aids and Services—Aids and services provided in general education classes or other education-related settings to enable students with disabilities to be educated with nondisabled students. These are listed in the IEP. Supported Employment—Competitive work at or above minimum wage that provides regular opportunities for interaction with nondisabled people. Supported employment gives people with disabilities help in getting and keeping a job. ^ back to top