ESE Terminology - Teacher Bleacher
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The ABC's of ESE
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General Disability
ESE Terminology:
Deciphering the Alphabet Soup of Acronyms
(Compiled by Professor Eadens)
|Acronym |Definition & Notes on Term |
|ADH/D |Attention Deficit/Hyperactivity Disorder – A syndrome characterized by serious and persistent difficulties in |
| |attention span, impulsivity and hyperactivity. ADD (outdated) now called ADH/D primarily inattentive type. |
|AS |Asperger Syndrome – A syndrome that is part of autism spectrum of disorders; considered to be on “high end” of |
| |spectrum |
|BD |Behavior Disorder – medical/social term; student usually labeled EH or SED |
|CD |Conduct Disorder – Student with CD is often labeled EH or SED |
|CP |Cerebral Palsy – Student with CP is generally labeled PI, OHI, or MH |
|CST |Child Study Team – A group of school-based and itinerate professionals who discuss, assess and evaluate students |
| |in regard to assisting classroom teachers in planning intervention in response to the students’ needs. Formed |
| |when teacher suspects a disability (pre-referral process.) |
|E/BD |Emotional and/or Behavioral Disorder – medical term; labeled EH or SED |
|ED |Emotional Disturbance – medical/social term; student labeled EH or SED |
|EH |Emotionally Handicapped – An individual who usually has a normal IQ but displays consistent and persistent |
| |maladaptive behavior in an educational setting due to emotional challenges. |
|EMH |Educable Mentally Handicapped – A student who is mildly impaired in intellect and adaptive behavior and has a |
| |reduced rate of learning. Academics usually peak between 3rd-5th grade level. Aka, Mild Mental Handicap |
|EP |Educational Plan – A plan reviewed once every 3 years for students who are gifted. Basically the IEP for a gifted |
| |student. |
|ESE |Exceptional Student Education – Current term for Special Education |
|FAPE |Free and Appropriate Public Education – Required through IDEA |
|HI |Hearing Impaired – An individual who is hard of hearing or deaf. Ability and academics can vary over a wide range.|
|IAT |Intervention Assistance Team – formed to take the next step and the responsibility off the CST. (pre-referral |
| |process) |
|IDEA |Individuals with Disabilities Education Act – This requires states to provide a free appropriate public education |
| |(FAPE) for all students with identified handicaps. Defines handicaps covered by schools. Schools receive funding |
| |and services are provided to student with identified disability. Aka, PL 101-476, formerly Public Law 94-142 |
|IEP |Individual Education Plan – A written plan of action that lists the student’s current performance/functioning |
| |level, placement in an ESE program, goals for students, accommodations, diploma decisions, etc. Plans are written |
| |and/or reviewed at least once a year by IEP team (ESE teacher, Gen. Ed. teacher, parent, student, and any other |
| |appropriate personnel.) Mandated by IDEA. |
|LI |Language Impaired – A child of average ability whose communication ability does not coincide with his/her expected|
| |level of functioning. |
|LLD |Language Learning Disabilities – A student who has a normal or near normal IQ but does not perform at that level |
| |due to the way they process information and whose ability to communicate does not coincide with his/her expected |
| |level of functioning. Students generally labeled LI or SLD. |
|LRE |Least Restrictive Environment – IDEA mandates that students are placed in their LRE. Basically, it means that the |
| |child should be placed in the setting on the highest level of the continuum they can function in which ranges from|
| |full inclusion to self-contained classrooms to center or even residential placement. |
|MH |Mentally Handicapped - A student who is impaired in intellect and adaptive behavior and has a reduced rate of |
| |learning. Diagnosed through an IQ score significantly more than a standard deviation from the mean (100) and an |
| |adaptive behavior rating scale. In schools, students are labeled into one of three levels (from highest IQ score |
| |to lowest): EMH, TMH, S/PMH |
|MR |Mental Retardation – outdated term for MH, still frequently used in social settings and research. |
|ODD |Oppositional Defiant Disorder – “pattern of negativistic, hostile, and defiant behavior lasting at least 6 |
| |months”; student must not be diagnosed with a CD. High co-occurrence with ADH/D; diagnosed by a physician. |
|OHI |Other Health Impaired – One of the disabilities classified by IDEA. A ‘catch-all’ label for a variety of |
| |disorders. It is often used for students who have mental illnesses (e.g. bipolar disorder) or severe ADH/D. It |
| |may also include: chronic or acute health problems which could “include: heart conditions, chronic lung disease, |
| |tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, leukemia, diabetes, |
| |cancer, or some other genetic impairment or illness.” The point is made that it “Must adversely affect the |
| |educational performance or developmental progress of the student” for the student to be labeled OHI. These |
| |referrals are often parent-initiated. |
|OT |Occupational Therapy – if a student is labeled ‘OT,’ it means they are receiving direct therapy or an occupational|
| |therapist is consulting regularly to monitor progress. OT is used to improve fine motor skills, such as cutting |
| |and handwriting. Students often have other disabilities as well. |
|PI |Physically Impaired – An individual who displays a physical impairment that may or may not be neurological in |
| |nature. Academics and ability can vary over a wide range. Spina Bifida, CP & Muscular Dystrophy are often |
| |categorized as physical impairments. Academic performance must be adversely affected for student to qualify for |
| |services in the school setting. |
|PT |Physical Therapy – Students labeled PT receive direct therapy or have a physical therapist consult regularly in |
| |order to improve gross motor skills, such as walking up stairs, carrying items, throwing a ball, etc. For student|
| |to be labeled PT in school setting, gross motor skill difficulty must impact educational performance and PT must |
| |be ‘educationally relevant.’ Generally students who qualify are younger and/or have additional disabilities. |
|REI |Regular Education Initiative – A movement undertaken in the mid-80s that called for education of students with |
| |mild disabilities in the general education classroom. Also called for services to support general educators |
| |implementing REI. Present-day term: Inclusion movement |
|SED |Severely Emotionally Disturbed – A student who has an emotional handicap due to severe emotional challenges. This |
| |individual requires extensive support services during the school day because of his/her handicapping condition. |
| |Student generally has a normal IQ. These students are most often served in a center setting due to their extreme |
| |behaviors. Many students whose behavior worsens are restaffed from a label of EH to SED. |
|SLD |Specific Learning Disability – Students have normal or near normal IQ but to not perform at that level due to the |
| |way they process information. The student may possess an auditory, verbal, visual, kinesthetic, etc. disability. |
| |Most frequent kinds of LDs are SLD in memory (short-term/long-term) or reading/visual processing. |
|S/PMH |Severe and/or Profoundly Mentally Handicapped – The most severe of the MH labels. Student is profoundly impaired |
| |in intellect and adaptive behavior. Measured intelligence of these students is generally around 5 standard |
| |deviations from the mean. Adaptive behavior generally peaks around preschool age expectations. High co-occurrence |
| |with other disabilities. Many of these students are non-verbal and/or in specialized wheelchairs and almost all |
| |are served in a center setting. |
|ST |Speech Therapy – Students labeled ST have a speech impairment & receive direct or consulting therapy from school’s|
| |speech and language pathologist. |
|SWD |Students with Disabilities – a term used socially by many educators/pre-service teachers to quickly write in |
| |people-first language |
|SVE |Supported Varying Exceptionalities – Self-contained setting serving primarily TMH students; curriculum covers the |
| |SSS for Special Diploma at the Supported Level |
|TBI |Traumatic Brain Injury – Students who possess injury to the brain caused by accidental or medical reasons. |
| |Resulting impairment may continually affect learning, behavior, memory, movement, language, and/or social |
| |interactions (depending on which portion of the brain was damaged.) |
|TMH |Trainable Mentally Handicapped – aka, Moderate Mental Handicap; Individuals are moderately impaired in intellect |
| |and adaptive behavior. Intellect is usually measured to be between 3-5 standard deviations from the means. |
| |Academics usually peak between Kindergarten and 3rd grade. Adaptive behavior is significantly below age and |
| |sociocultural expectations. Students are generally instructed in a self-contained setting, often SVE. The media’s|
| |stereotypical portrayal of a person with Down Syndrome is a good representation of a person with TMH. |
|VE |Varying Exceptionalities – A term used to represent placements serving students with multiple disabilities. As an |
| |example, a “VE Classroom” would be a self-contained classroom serving students with SLD, EH, and EMH. A “VE |
| |teaching position” could mean that the teacher will teach inclusion, resource, or self-contained. |
|VI |Visually Impaired – Individuals who are blind or have impaired vision. These individuals may or may not possess |
| |other handicaps; academics and ability will vary over a large range. |
|504 |Section 504 of the Rehabilitation Act of 1973 – Federal law that requires that no student, regardless of their |
| |disability, should be denied participation, benefits of, or be discriminated against based on their disability. It|
| |also mandates that a record be kept of any student who has any type of impairment that limits a major life |
| |activity. A “504 plan” gives a student accommodations for instruction and testing. They are commonly used for |
| |students with medically-diagnosed disorders, such as ADH/D. In contrast with IDEA & IEPs, there is no funding |
| |attached to students who have 504 plans in place. 504 plans are often parent-initiated. |
External Resources used:
[pic] Florida Uniting Students in Education. ESE Terminology. (Handout)
[pic] For ODD:
[pic] For OHI:
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