Instructional techniques, additional supports or specialized services to help a student make progress or demonstrate learning.

Physical education which may be adapted or modified to address the individualized needs of children and youth who have gross motor delays.

A meeting where parents, guardians or child advocates may present complaints to the superintendent of the school district regarding the evaluation, educational placement, or the provision of special education services to a student.

A scheduled meeting of school staff members and parents to develop, review, and revise a student's IEP goals and objectives. The purpose of the review is to determine appropriate new or continued services for each student.

Assistive technology is defined as 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 functional capabilities of individuals with disabilities.

An informal meeting that allows the parent/guardian and/or the school district to review and interpret information regarding the child and his or her IEP in order to resolve problems.

The process of locating, evaluating, and identifying children with disabilities between the ages of 2 to 21 who may be in need of special education and/or related services.

Those children evaluated and identified, in accordance with regulations governing special education, as having a cognitive disability (mental retardation), hearing impairment, speech or language impairment, autism, traumatic brain injury, visual impairment, emotional disabilities, orthopedic impairment, other health impairment, severe disability, multiple disabilities, developmental delays, or specific learning disabilities and who, because of these disabilities, are in need of special education and/or related services.

The outline of the basic knowledge and skills that Ohio children will be taught in kindergarten through grade 12 in the core academic areas.

Services provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

A series of steps listed in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 that protect the rights of parents and their children with disabilities.

Specialized services provided to children, birth through age 2, who are at risk for, or showing signs of developmental delay.

A meeting of professional staff members and parent(s) or guardian(s) to consider the individual needs of a student and determine whether the student is eligible for special education and related services.

Procedures used by a multi-disciplinary team to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs.

Special education and related services provided at public expense, under public supervision, and at no cost to parents. These services must meet the standards of the Ohio Department of Education and be provided through your child's IEP.

Refers to the curriculum that is used with non-disabled children.

The school that is in the community in which the child resides.

Individuals with Disabilities Education Act

Individuals with Disabilities Education Improvement Act of 2004

A written plan of measurable annual goals, including short-term objectives developed to meet your child's needs, according to federal and state regulations.

Each school district shall provide parents and other educational agencies an opportunity to have an impartial due process hearing which may be requested at any time.

Services designed to assist learners who are deaf or have hearing impairments by providing interpretation in English and American Sign Language, transliteration in a manual form of coded English or other coded forms of English.

Services provided by an intervention specialist or related service personnel, which occur in the setting where the child, the child and parent(s) or the child and caregiver are located, as opposed to services provided at a centralized location.

The setting determined by the IEP team that will provide the child with as much time as possible in general education settings and activities while meeting the child's learning and physical needs. May also refer to special classes, separate schooling, or other removal of a child with disabilities from the general education environment occurs only when the nature or severity of the disability if education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

The public school system.

A meeting that may be held if efforts to resolve an issue have failed at the school district level or after a due processing hearing has been requested. A representative of the Ohio Department of Education may be asked to mediate the dispute.

Services provided by a qualified occupational therapist designed to improve, develop or restore functions impaired or lost through illness, injury or deprivation. The goal of the occupational therapist is to teach the child to perform tasks for independent functioning if functions are impaired, or to list and prevent initial or further impairment or loss of function through early intervention.

Services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home and community.

Services provided by individuals employed by a school, county board or other educational agency who are adequately trained in the provision of special education and related services to children with disabilities. Paraprofessionals work under the supervision of teachers, intervention specialties, and/or related service providers.

A natural or adoptive parent; the parent with legal custody of the children, if parents are separated or divorced; the guardian or custodian, but not the state if the child is a ward of the state; a person acting in place of a parent (such as a grandparent or step-parent with whom the child lives); a person who is legally responsible for the child's welfare; or a surrogate parent who has been appointed in accordance with paragraph (I) of rule 3301-51-05 of the Administrative Code. A child at the age of 18 may act in his or her own behalf.

hose activities involved in reviewing each child's I.E.P. and, if appropriate, revising its provisions. A meeting must be held for this purpose at least once each year.

Services provided by a qualified physical therapist with the goal of remediation or compensation for mobility, gait, muscle strength, and postural deficits as it relates to the educational setting.

A review by the IEP team that is required every three years, or more often if necessary. It determines if updated information used to decide continuing eligibility for special education is needed, and the types of information necessary to determine the individual needs of the student.

The established process whereby the names of children suspected of having a disability that may require special education and related services are forwarded to a designated person, in writing, for a multi-factored and multidisciplinary evaluation.

Developmental, corrective, and other supportive services that may be required to help a child with a disability benefit from special education. Services may include speech-language pathology, physical therapy, occupational therapy, transportation, school health services, etc.

Specially designed instruction, at no cost to the parent, designed to meet the unique needs of a child with disabilities, including classroom instruction, physical education, home instruction, and instruction in hospitals and institutions. The term may also refer to speech therapy or other related services and vocational education, if these services consist of specially designed instruction at no cost to the parent.

Include identification of children with speech or language impairments, diagnosis and appraisal of specific speech or language impairments, referral for medical or other professional attention necessary for the habilitation of speech or language impairments, provision of speech and language services for the habilitation or prevention of communicative impairments and counseling and guidance of parents, children, and teachers regarding speech and language impairments.

A coordinated set of activities for a student with a disability that are designed within an outcome-oriented process to promote movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation and the like.

may be found in the Operating Standards for Ohio's Schools Serving Children with Disabilities and the publication titled "Whose IDEA Is This?".

ABA    Applied Behavioral Analysis
ADA    Americans with Disabilities Act
ADD    Attention Deficit Disorder
ADHD    Attention Deficit Hyperactivity Disorder
ASD    Autism Spectrum Disorder
ASL    American Sign Language
AT    Assistive Technology
AYP    Adequate Yearly Progress
BP    Bi-Polar Disorder
BSP    Behavioral Support Plan
CAPD    Central Auditory Processing Disorder
CD    Cognitive Disability
DD    Developmental Delay
DI    Differentiated Instruction
ED    Emotional Disturbance
EI    Early Intervention
ELL    English Language Learners
ESY    Extended School Year
FAPE    Free and Appropriate Public Education
FAS    Fetal Alcohol Syndrome
FBA    Functional Behavior Assessment
FERPA    Family Education Rights and Privacy Act
HI    Hearing Impairment
IAT    Intervention Assistance Team
IDEIA    Individuals with Disabilities Educational Improvement Act of 2004
IEP    Individualized Education Program
IFSP    Individualized Family Service Plan for Early Intervention
IQ    Intelligence Quotient
LEA    Local Education Agency
LEP    Limited English Proficiency
LRE    Least Restricted Environment
MD    Multiple Disabilities
MD    Muscular Dystrophy
MFE    Multi-Factored Evaluation
MRDD    Mental Retardation and Developmental Disabilities
NCLB    No Child Left Behind
OCD    Obsessive Compulsive Disorder
ODD    Oppositional Defiant Disorder
OHI    Other Health Impairment
O/M    Orientation and Mobility
OT    Occupational Therapy
PBS    Positive Behavior Support
PDD    Pervasive Developmental Disorder
PLOP    Present Levels of Performance
PT    Physical Therapy
PTSD    Post Traumatic Stress Disorder
SEA    State Education Agency
SERRC    Special Education Regional Resource Center
SLD    Specific Learning Disability
SLP    Speech and Language Pathology
SSI    Supplemental Security Income
SWD    Student with Disability
TBI    Traumatic Brain Injury
VI    Vision Impairment
504    Section 504 of the Rehabilitation Act