Getting to Know the Acronyms in Special Education

 

I know the school year has ended, but I thought it would be a good time to become familiar with some terms and acronyms in the field of education. Some of you may have recently completed developmental screenings and are in the middle of evaluating your child’s need for services.

Sometimes these acronyms get used and we forget to explain what they are or what they mean to families.

IDEA: Individuals with Disabilities Act

This is the United State’s special education law that dictates how all of these special education services should be accessed and delivered.

The two main points of IDEA are that children receive needed special services for free in their LRE (Least Reatrictive Environment)
Scroll to see the definition of LRE.

At the IEP meeting you will be asked if you would like a copy of the procedural safeguards. This is a requirement that is part of this IDEA law. Parents have specific rights and protections throughout the special education process.

A great resource describing IDEA is: https://www.wrightslaw.com/info/idea.index.htm

IEP: Individualized Education Program

This is a written plan that shows shows the special education services the child will receive and what goals/objectives the child will work on through the year. An IEP is used for children ages 3-21 years that qualify for services (have gone through screening and evaluation).

FAPE: Free Appropriate Public Education

This is one of the tenants of the IDEA law.

FAPE means that children ages 3-21 years have the right to FREE education, special education, and related services (preschool children fall under this law if they have an IEP in place). This education should be APPROPRIATE for the child, meaning that the child with disabilities should have an IEP or a 504 plan that gives equal access to learning. Equal access looks like provision of related services to help the child grow in the school setting.

We will talk about related services in the next few posts!

LRE: Least Restrictive Environment
This is a fancy way of asking where the special services will occur.

If possible, children should remain and be included in the environment that their same aged peers are. This is the LEAST RESTRICTIVE. If instruction is not possible in this environment, the team needs to write where services will occur and how much time the child will spend outside of the environment that same-aged peers are.

One child’s LRE may look very different from another child’s LRE. It should! It is part of an individualized program (IEP).

ARC: Admissions and Release Committee

If you live in Kentucky, you’ve heard the term “ARC meeting.”

The ARC is the IEP team. It must consist of the parent, general education teacher, special education teacher, the chairperson, and possibly the student. This team (regardless of what you call it in your state) meets together to review the child’s needed services and to develop goals and objectives to work on through the year.

RTI: Response to Intervention

Response to Intervention is a system of targeting teaching to help children who are struggling with skills. Including in RTI is progress monitoring, meaning that data is collected to see how a child is doing.

RTI is not special education, but it can help general education teachers identify children who should be referred for special education services.

My Kentucky peeps, here is a free acronym for you...KSI. Kentucky calls their RTI Kentucky Systems of Intervention (KSI).

ESY: Extended School Year

Extended School Year services can be written into the child’s IEP (Individualized Education Program) when the IEP team has determined that the child will regress or lose skills when not provided with specially designed instruction while school is not in session.
Not every child will qualify for ESY services and the provision of ESY services vary based on the state you live in. It should be a discussion at each IEP meeting and there is a field on the IEP that records the team’s decision.

SLP: Speech Language Pathologist

A SLP is the person who provides speech language services.

Children can receive these services due to a delay in speech or language skills.  SLPs can also provide feeding, swallowing, and voice services.

PT: Physical Therapy

Children can qualify for physical therapy services to work on core strength, mobility, and access to the environment. Physical therapists also provide training on how to use different types of equipment.

OT: Occupational Therapy

Children can qualify for occupational therapy services to help with fine motor skills, eye hand coordination, sensory processing, and help performing basic life skills.

Dear Schools, we needed the chance to play

 

Dear Schools,

We needed the chance to play. I want to apologize for my grumbling and complaining the last week or so as I set out beach towels, sunscreen, and water bottles for “yet another /special day” at the end of this school year. I am ashamed to admit that I’ve been a part of conversations saying, “they aren’t even doing anything this last week of school, can’t we just stay home?”

I, of all people, know better.

Children of all ages need to play. Elementary to high school. They need the chance to socialize. They need the chance to learn outside of the classroom walls.

Field days, special trips, kickball tournaments, and water days are NOT easy for teachers, administrators, and volunteers to plan. There are so many logistics. I want to apologize. Thank you for ensuring my children have had these opportunities.

My only suggestion is that spread these days throughout the school year. Let’s have more opportunities to play each quarter. More practice to get along with our peers.

The news every day shows us the vital need for children and adults to have opportunities to build strong, healthy social-emotional skills throughout their lives. These special days...the chance to play...are a step in the right direction.

Dear schools, thank you for the chance to play. We needed it. And we need even more. Please do not stop.

The Time I Referred my Child for Preschool Special Education Services

 Practicing what I preach.

I referred my 4.5 year-old for preschool special education services. A few weeks ago, she went in for a developmental screening.

❓WHY DID I REFER HER?

I began noticing some articulation errors in her speech or the way she said certain sounds in words. She particularly has trouble with the /c/ sound and /g/ sound.

❓WHO DID I CONTACT?

I contacted our school district’s preschool program. Children who are older than 3-years-old are served through their local school district if they qualify for special education services. If you have concerns, call your school and ask who you need to contact for a preschool special education referral. All districts have different people in charge of this process.

❓WHAT WAS SCREENING LIKE?

Our school used the DIAL-4 screening. I have made a video on this screening tool! It looks at children’s skills in the area of motor, concepts, and language. It was a series of little games for Quinlan to complete. While she did this, I filled out a parent questionnaire. The preschool teacher and the speech language pathologist scored her screening and told me the results.

She also had her vision and hearing screened by the school nurse.

❓WHAT HAPPENS NEXT?

For her age, Quinlan should be able to say the /c/ sound in words like “cat” and the /g/ sound in words like “girl.” She has not yet had any targeted instruction on these sounds, so they want to see if she will make progress if she is given just a little more help. She has started RTI or Response to Intervention services. She will do this for a few weeks to see if a little extra attention to those sounds will help. If she doesn’t make progress during RTI, she will complete a speech and language evaluation.

It seems like a long process, and it is. But the intervention specialists are trying to make the best decisions for Quinlan. This is why it is so important to make a referral today if you have concerns. It starts the process sooner.

Many state-funded preschools will be conducting open developmental screening days during the spring. Be on the look out or call your local school district for more information! You do NOT have to wait for a screening day!

Are you nervous to make a call? Don't be! Read this now to find out the two possible outcomes!