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People and Procedures of Special Education Terms

Across
Process in which a neutral professional assists parents and school district personnel in resolving disputes concerning any aspect of a students special education.
Style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal.
A health care professional who is trained to evaluate hearing loss and related disorders.
A field that applies principles of educational psychology developmental psychology, clinical psychology, community psychology, and applied behavior analysis to meet children's behavioral health and learning needs.
Physical education instructor who has received training in modifying games, exercises, and other activities to accommodate the needs of students with disabilities.
Belief system shared by every member of a school as a learning community, often based on a mission statement or vision, emphasizing the commitment to educate all students so they can reach their potential.
Document prepared by the multidisciplinary team or annual review team that specifies a students level of functioning and needs.
Down
Specialized instruction that students with disabilities are entitled to receive as articulated in IDEA.
A type of short-term objective included on the IEP.
Team of teachers, specialists, administrators and parents who asses a students individual needs, determine eligibility for special education and develop the IEP.
A simple test performed on a large number of people to identify those who have or are likely to develop a specified disease.
Professional who works with all students, including those with disabilities, to solve problems related to the social or affective domains.
Individual employed as a non certified staff member to assist certified staff in carrying out education programs and otherwise helping in the instruction of students with disabilities.
Approach to identifying students as having learning disabilities based one the extent to which their learning accelerates or fails to accelerate when provided with increasingly intense instructional interventions.