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SELPA/Special Services
Glossary and Acronyms |
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A.B. 3632
This bill requires CCS, public mental health agencies, and local education agencies to coordinate the provision of services to students with disabilities. |
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Advocate
A person who is trained to provide practical information and support to parents of children with disabilities. |
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Annual Review
A scheduled meting of the IEP team on at least an annual basis to review, revise and update the IEP. |
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Appeal
An integral part of the due process and complaint procedures. If the party filing a complaint disagrees with the findings, the party may give input at the local Board presentation of findings or request review of the findings by the State Superintendent of Instruction. A parent or district that disagrees with a due process decision may appeal that decision through the court of appropriate jurisdiction. |
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Appropriate Education
"Appropriate Education," as in "free, appropriate, public education," is an educational program and/or related service(s) as determined on an individual basis which meets the unique needs of each individual with exceptional needs. Such an educational program and related service(s) shall be based on goals and objectives as specified in an IEP and be determined through the process of assessment and IEP planning in compliance with state and federal laws and regulations. Such an educational program shall provide the equal opportunity for each individual with a disability to achieve commensurate with the opportunity |
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Assessment
Procedures used to determine whether a child has a disability and its nature and extent, and to assist in determining the least restrictive special education program and related services required to meet the studentīs needs. The assessment process inlcudes formal and informal tests, observation and interviews. |
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California Children Services (CCS)
California Children Services is a program which provides specialized medical care, free occupational and physical therapy, as well as case management for children with disabilities under the age of 21 who are California residents. |
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California Master Plan for Special Education
A document adopted January 11, 1974, by the California State Board of Education which includes philosophies, goals, and guidelines for planning more comprehensive services for all individuals identified as having disabilitities. |
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Case Manager/Case Coordinator
The professional assigned to coordinate a referral for possible special education placement. The person is responsible for processing the childīs referral from the pre-assessment parent conference through the development of the IEP, and may provide follow-up services while the child is served in a special education program. |
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Community Advisory Committee (CAC)
A committee of parents and guardians, including parents or guardians of individuals with disabilities, and representatives from schools and community agencies, which has been established to advise the SELPA regarding the development and review of programs under the comprehensive local plan. |
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Complaint
An alleged violation by a public agency of any federal or state law or regulation. |
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Confidentiality
Assurance that no information contained in school records be released without parental permission, except as provided by law. |
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Core Curriculum
The district defined curriculum. The core curriculum is the range of knowledge and skills which are included in the District-adopted course of study and which must be learned for successful grade promotion and graduation. The curriculum may include academic as well as cultural, social and moral knowledge and skills. IEP goals and objectives should reflect knowledge and implementation of the Districtīs core curriculum as adapted for the student with disabilities. |
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Designated Instruction and Services (DIS)
Instruction and services not normally provided by regular classes, resource specialist programs, or special classes or centers. They include such services as speech therapy and adapted physical education. |
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Due Process
All procedural safeguards of P.O. 94-142, the Education for All Handicapped Act of 1975 (now entitled the Individuals with Disabilities Education Act), shall be applicable to local education agencies and parents and students who are participants in the PVUSD SELPA. Either the pupil, the parent, or the LEA may initiate a due process hearing procdure. |
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Due Process Hearing
A parent or LEA may request a due process hearing to resolve differences of opinion between the parent and the LEA regarding what is educationally appropriate for a particular child. The hearing is conducted by a state hearing officer who is knowledgeable in the laws governing special education. The hearing decision becomes the final administrative determination and is binding on all parties. |
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Extended Year
The term "extended year" means the period of time between the close of one academic year and the beginning of the succeeding academic year. The term "academic year" as used in this section means that portion of the school year during which the regular day school is maintained. An extended year program shall be provided for a minimum of 20 instructional days including holidays. Schools must provide extended year services to individuals with disabilities if the gains for the child during the regular school year would be significantly jeopardized by a summer break without continuous structured programming. |
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Inclusion
Providing education for students with disabilities in local neighborhood schools in general education classrooms. |
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IDEA
See "Public Law 101-476" |
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Individual with Exceptional Needs (IWEN)
A student whose educational needs cannot be met by a general education classroom teacher with modifications of the regular school program and who requires and will benefit from special instruction and/or services. Excluded are children whose needs are due solely or primarily to unfamiliarity with the English language or to cultural differences. |
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Individualized Education Program (IEP)
A written individualized education plan for each special education student that includes instructional goals and objectives based upon the educational needs specified by the IEP team. |
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Individualized Family Service Plan (IFSP)
The individualized family service plan is an individualized plan for each family with a child in an early intervention program. It is developed by a multidisciplinary team and focuses on information about the infant/toddler and his/her family similar to information that is addressed in an IEP. The main difference between an IFSP and an IEP is that the IFSP addresses family needs directly. |
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Informed Consent
Means that:
- 1. The parent has been fully informed of all information relevant to the activity for which consent is sought, in his or her primary language or other mode of communication.
- 2. The parent understands and agrees in writing to the carrying out of the activity for which his or her consent is sought, an the consent describes the activity and lists the records (if any) which will be released and to whom; and
- 3. The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time.
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Integration
Physical placement of students with disabilities on regular school campuses. |
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Least Restrictive Environment (LRE)
Placement of an individual with a disability in any program which promotes maximum interaction with the general education program in a manner beneficial to the individual student and students in the general education classroom.
The IEP will be the management tool toward achievement of the maximum least restrictive environment; therefore, shall be applied within the framework of meeting the "unique needs" of each child. It is not a provision for mainstreaming, nor does it mandate that all children with disabilities will be educated in the regular classroom. |
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Limited-English-Proficient Pupils (LEP)
Students who do not have the clearly developed English language skills of comprehension, speaking, reading and writing necessary to receive instruction only in English at a level substantially equivalent to pupils whose primary language is English. |
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Local Education Agency (LEA)
A school district or county office of education. |
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Local Plan
The state required plan (E.C. 56170) that designates how the PVUSD SELPA will meet both state and federal requirements for educating individuals with disabilities who reside in the geographical area served by the plan.. It must include the governance structure, administrative support and agency responsibilities. |
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Low Incidence Disability
A severe disability with an expected incidence rate of less than 1 percent of the total K-12 State-wide enrollment. Low incidence disabilities include hearing impairments, visual impairments and severe orthopedic impairments. (E.C. 56026.5) |
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Mainstreaming
The planned interaction between the special education student and the typical school population which is appropriate to the needs of both. |
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Mediation Conference
A conflict resolution process used to resolve special education issues. The conference is held prior to holding an administrative due process hearing. It is the intent of the legislature that the mediation conference be an intervening, informal process conducted in a non-adversarial atmosphere that allows the parties to create their own solutions rather than having one imposed upon them through the judicial process. The mediation conference must be held within fifteen days of state receipt of a hearing request. |
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Medical Therapy Unit (MTU)
The MTU is a therapy branch of CCS. MTU services primarily focus on children with cerebral palsy, spina bifida, arthritis and neuromuscular disorders. The MTU is usually located on a public school campus, and it is staffed by occupational and physical therapists.
CCS services provided by A.B. 3632 are usually provided at an MTU, or in some cases, at the childīs school of attendance. |
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Primary Language
"Primary Language" means the language or other mode of communication that the person first learned, or the language which is spoken in the home. |
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Procedural Safeguards
Specific procedures designed by state and federal law to protect the rights of children, parents and school districts. |
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Program Specialist
A Program Specialist is a specialist who holds a valid Special Education credential, health services credential, or a school psychologist authorization, and who has advanced training and related experience in the education of individuals with disabilities and a specialized, in-depth knowledge of special education services. |
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Public Law 94-142 (Education for the Handicapped Act (EHA) of 1975)
Now entitled IDEA. The federal legislation governing the education of all handicapped students. PL 94-142 mandates that all public schools in the U.S. are to provide "a free, appropriate public education and related services" to "all handicapped children." PL stands for Public Law, 94 means it was passed by the 94th Congress, and 142 is the number of the law. |
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Public Law 101-476 (Education for the Handicapped Act Amendments)
A written request for an assessment to identify an individual with disabilities, made by a parent, teacher or other service provider. District receipt of the written referral starts a fifteen day timeline for development of an assessment plan. |
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Referral for Assessment
A written request for an assessment to identify an individual with disabilities, made by a parent, teacher or other service provider. District receipt of the written referral starts a fifteen day timeline for development of an assessment plan. |
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Related Services (Designated Instruction and Services)
Designated instruction and related services as specified in the IEP shall be available when the instruction and services are necessary for the student to benefit educationally from his or her instructional program. The instruction and services shall be provided by the regular class teacher, the special class teacher or the resource specialist if the teacher or specialist is competent to provide such instruction and services and if the provision of such instruction and services by the teacher or specialist is feasible. If not, the appropriate designated instruction and services specialist shall provide such instruction and services. |
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Resource Specialist Program (RSP)
The Resource Specailist Program provides instruction and services for those individuals with disabilities who are assigned to a general education classroom for the majority of the school day. |
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San Andreas Regional Center (SARC)
SARC is a private, non-profit program designed to serve persons with devlopmental disabilities. |
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Special Classes
Pubic school classes which provide services to students with more intensive needs than can be met by the general education program or Resource Specialist Program or Designated Instruction and Services. Students are enrolled in the special class for a majority of the school day and are grouped according to similar instructional needs. |
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Special Education
Programs or services designed to meet the educational requirements of individuals with disabilities. Special education is specially designed instruction, at no cost ot the parent, to meet the unique needs of individuals with exceptional needs, whose educational needs cannot be met with modification of the general education program, and related services, at no cost to the parent, which may be needed to assist such individuals to benefit from specially designed instruction. |
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Special Education Local Plan Area (SELPA)
The SELPA coordinates the administration and delivery of special education services within the PVUSD. |
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Student Study Team (SST)
A team of educational personnel responsible for assisting classroom teachers in providing appropriate learning environments for students who may be exhibiting school related problems. Through combining knowledge and brainstorming efforts, the teams may generate solutions that enable students to remain in general education classes rather than be referred for special education programs. |
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Surrogate Parent
A surrogate parent is a person appointed by the SELPA to ensure the rights of an individual with disabilities when the childīs situation is such that no parent can be identified or located, or the child is a ward of the state and the parents do not retain educational rights for the child. |
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Title 5 Regulations
The state administrative regulations which amplify the California Education Code sections dealing with special education. |
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Transition
Transition services are a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes 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. The coordinated set of activities shall be based upon the individual studentīs needs, taking into account the studentīs preferences and interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. The process begins at fourteen years and includes the student, family, education personnel and vocational and adult service providers (Vocational Rehabilitation, Regional Center, Social Security, etc.) |
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Triennial Assessment
Every child shall have a complete reassessment every three years or sooner if requested by the parents or teacher. Preparation for the assessment follows the same process as for an initial evaluation, including the assessment plan with written parental consent, and the 50-day timeline. |
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APE |
Adapted Physical Education |
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CAC |
Community Advisory Committee |
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CH |
Communicatively Handicapped |
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COE |
County Office of Education |
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DIS |
Designated Instruction and Services |
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HI |
Hearing Impaired |
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HOH |
Hard of Hearing |
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IEP |
Individualized Education Program |
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IEPT |
Individualized Education Program Team |
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IFSP |
Individualized Family Service Plan |
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IWEN |
Individual With Exceptional Needs |
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LCI |
Licensed Childrenīs Institution |
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LEA |
Local Education Agency |
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LRE |
Least Restrictive Environment |
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LD |
Learning Disabled |
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LH |
Learning Handicapped |
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LSH |
Language, Speech and Hearing |
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MH
MR |
Multiply Handicapped
Mentally Retarded |
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MTU |
Medical Therapy Unit |
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NES |
Non-English Speaking |
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NPS |
Non-Public School |
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OHI |
Other Health Impaired |
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OI |
Orthopedically Impaired |
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OT/PT |
Occupational Therapy/Physical Therapy |
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PH |
Physically Handicapped |
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RSP |
Resource Specialist Program |
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SC |
Special Class |
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SDL |
Severe Disorder of Language |
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SARC |
San Andreas Regional Center |
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SED |
Seriously Emotionally Disturbed |
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SELPA |
Special Education Local Plan Area |
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SD |
Severe Disabilities |
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SLD |
Specific Learning Disability |
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SST |
Student Study Team |
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VI |
Visually Impaired |
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