Acronyms and Definitions Commonly used by Durham Public Schools for EC
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Terms are listed alphabetically by acronym. If a term does not have an acronym, it will be listed alphabetically within the list of acronyms. If you cannot find a term on the list, using the first letter of each word, calculate the acronym and look for it on the list. |
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Accommodations |
Techniques and materials that allow individuals with LD to complete school or work tasks with greater ease and effectiveness. Examples include spellcheckers, tape recorders, and extended time for completing assignments. |
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ADA |
Americans with Disabilities Act |
A federal law that took effect in 1992 that defines "disability" and prohibits discrimination to those individuals, by employers, by any facility open to the general public, and by State and local public agencies that provide such services as transportation. It provides protections to individuals with disabilities, similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. (Public Law 101-336) |
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ADD |
Attention Deficit Disorder |
A neurobiological disorder. Typically children with ADD have developmentally inappropriate behavior, including poor attention skills, impulsivity, and sometimes, also hyperactivity. These characteristics arise in early childhood, typically before age seven; are chronic; and last at least six months. Children with ADD/ADHD may also experience difficulty in areas of social skills and self-esteem. |
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ADHD |
Attention Deficit Hyperactivity Disorder |
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Advocate |
An individual who represents or speaks on behalf of another person's interests (as in a parent with his/her child). |
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AEP |
Alternative Education Placement |
An alternative classroom setting used to improve classroom behavior and address needs that cannot be met in a regular classroom setting. |
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AES |
Alternative Educational Setting |
An additional placement option. |
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AIG |
Academically and/or Intellectually Gifted |
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APE |
Adapted Physical Education |
A component of the educational curriculum in which physical, recreational, and other therapists work with children who exhibit delays in motor development and perceptual motor skills. It is a related service some children might need in addition to or in place of physical education. |
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APD |
Auditory Processing Disorder |
An inability to accurately process and interpret sound information. Students with APD often do not recognize subtle differences between sounds and words. |
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Aphasia |
A communication disorder characterized by difficulty with producing language and/or with understanding language. |
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ASD |
Autism Spectrum Disorder |
Autism Spectrum Disorders (ASD), also known as Pervasive Developmental Disorders (PDDs), cause severe and pervasive impairment in thinking, feeling, language, and the ability to relate to others. |
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ASH |
American Speech-Language-Hearing Association |
The national professional association for speech and language therapists and audiologists. |
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ASL |
American Sign Language |
A method of communicating by using hand signs. Each sign represents either one word or a concept that is typically expressed with several spoken words. For words that do not have a sign, finger spelling is used. |
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Assessment |
The gathering of information by qualified personnel on a child's development. |
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AT |
Assistive Technology |
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. Public schools are required to consider the assistive technology needs of students with disabilities. |
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AU |
Autism |
Autism is a complex developmental disability that causes problems with social interaction and communication. - NIH |
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AYP |
Adequate Yearly Progress |
All public schools in NC, and throughout the country, must measure and report AYP as outlined in the federal No Child Left Behind law. AYP measures the yearly progress of different groups of students at the school, district and state levels against yearly targets in reading and math. Targets are set for attendance and graduation rates as well. If a school misses one target, it does not make AYP. |
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BA |
Behavioral Assessment |
Gathering (through direct observation and by parent report) and analyzing information about a child's behavior. The information may be used to plan ways to help the child change unwanted behaviors. Observations include when a behavior occurs as well as the frequency and duration of the behavior |
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BASC |
Behavior Assessment System for Children |
A rated scale measurement system used to observe the emotional behavior of children. |
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BD |
Behavior Disorder |
A term used for children who exhibit difficulties with social interactions and inappropriate behavior that interferes with learning |
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BED |
Behaviorally/Emotionally Disturbed (changed to SED in 2008) |
See SED |
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BIP |
Behavior Intervention Plan |
A plan that is put in place to teach a child proper behavior and social skill. It includes positive strategies, program modifications, and supplementary aids and supports. It should be positive in nature, not punitive. |
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CAP |
Community Alternatives Program |
This is a Katie Beckett Medicaid waiver program for North Carolina. There are 4 types of CAP, two of which [CAP-C and CAP-MR/DD] typically apply to the developmentally disabled. CAP-C is for medically fragile children. CAP-MR/DD is for those with developmental delays. To apply for these programs, contact Single Portal |
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CAPD |
Central Auditory Processing Disorder |
A disorder that occurs when the ear and the brain do not coordinate fully. A CAPD is a physical hearing impairment, but one which does not shop up as a hearing loss on a routine screening. Instead it affects the hearing system beyond the ear, whose job it is to separate a meaningful message from non-essential background sound, and deliver that information with good clarity to the intellectual centers of the brain. |
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CC |
Cross-Categorical |
A cross-categorical special education classroom is one that includes students with a wide range of disability categories and learning needs. They signify that students are placed together for learning, rather than separated into distinct classroom "categories" that describe their identified physical or learning disabilities. |
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CEC |
Council on Exceptional Children |
The largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. |
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Child Find |
A required federal program that requires states to actively locate children, birth through 21, with developmental disabilities, or who are at risk for developmental disabilities. It particularly focuses on children not enrolled in school programs. |
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CHADD |
Children and Adults with Attention Deficit Hyperactivity Disorder |
A national organization that provides information, training and support for individuals interested and/or affected by ADD/ADHD. |
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Comprehensive Educational Evaluation |
The tests and evaluations done by the school staff to find out if the child has a disability and requires special education and related services. The school's multidisciplinary team is required to do this evaluation and hold a meeting with the parent to discuss the results. A parent may choose to share any evaluation and assessment information done by the child and family agency or by other qualified persons. |
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C.O.P.E. |
Community Outreach Program for Education |
A program providing structured behavioral programming and individualized academic instruction that teaches alternative behaviors for better social adjustment and allows for the opportunity for more academic success. |
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COTA |
Certified Occupational Therapy Assistant |
An individual who works under the supervision of an occupational therapist. |
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CP |
Cerebral Palsy |
A disorder of movement and posture control resulting from non-progressive damage to the brain during fetal life, the newborn period, or early childhood. Both genetic and acquired factors may be involved. It may be caused by a lack of normal fetal brain development or by injury to the brain. The extent and location of the brain damage determine the type of cerebral palsy and associated symptoms. |
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DB |
Deaf-Blindness |
Concomitant hearing and visual impairments that cause severe communication, developmental, and educational needs. |
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DD |
Developmental Delay |
Any physical or mental condition that begins before the age of 18 years, causes the child to acquire skills at a slower rate than his/her peers, is expected to continue indefinitely, and impairs the child's ability to function in society. |
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Disability |
A substantially limiting physical or mental impairment that affects basic life activities such as hearing, seeing, speaking, walking, caring for oneself, learning, or working. |
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Due Process |
A process for resolving a dispute between the family and the public school related to the identification, evaluation, or placement of a child with disabilities. |
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DPI |
Department of Public Instruction, NC |
Administers policies adopted by the State Board of Education and offers instructional, financial, technological and personnel support to all public school systems in the state. |
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DSM-IV |
Diagnostic and Statistical Manual-IV-TR |
A manual of mental disorders published by the American Psychiatric Association, which utilizes a coding system that is consistent with the International Classification of Diseases |
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Dyslexia |
A learning disability in which the child has difficulty with reading due to difficulty distinguishing written symbols. For example, transporting letters and words such as reading "top" as "pot". |
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Dyspraxia |
Difficulty with planning and performing coordinated movements although there is no apparent damage to muscles. |
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ED |
Emotional Disturbance |
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance. |
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A) An inability to learn that cannot be explained by intellectual, sensory, or health factors |
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B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers |
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C) Inappropriate types of behavior or feelings under normal circumstances |
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D) A tendency to develop general pervasive mood of unhappiness or depression |
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E) A tendency to develop physical symptoms or fears associated with personal or school problems |
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EI |
Early Intervention |
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ELL |
English Language Learner |
A student whose first language is one other than English and who needs language assistance to participate fully in the regular classroom. |
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EMD |
Emotionally Mentally Disabled (changed to ID-Mild in 2008) |
See ID |
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EOC/EOG |
End of Course/Grade |
Tests designed to access the competencies defined by the NC Standard Course Of Study. |
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ESEA |
Elementary and Secondary Education Act (aka NCLB) |
Elementary and Secondary Education Act. This is the principal law affecting K-12 education. In 2002 it was renamed the No Child Left Behind Act. |
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ESE |
Exceptional Students Education |
Refers to special education services to students who qualify. |
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ESY |
Extended School Year |
The delivery of special education and related services during the summer vacation to other extended periods when school is not in session. The purpose of ESY is to prevent a child with a disability from losing previously learned skills. The IEP team must consider the need for ESY at each meeting and must describe those services, specifically with goals and objectives. Not all special education students require extended school year. Extended school year services must be individually crafted. |
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FAPE |
Free Appropriate Public Education |
A requirement of IDEA; an individualized educational program that is designed to meet the child's needs and from which the child receives educational benefit. |
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FBA |
Functional Behavior Assessment |
A process that examines why a child behaves the way he or she does given the nature of the child and what is happening in the environment. It is a process for collecting data to determine the possible causes of problem behaviors and to identify strategies to address the behaviors. |
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FERPA |
Family Education Rights and Privacy Act |
A federal law that protects the privacy and transfer of student educational records. |
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Functional Behavior |
Behaviors (basic skills, such as meal-time skills) the child has mastered, or needs to master, in order to get along as independently as possible in society. |
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GT |
Gifted and Talented |
Those students with above average intellectual ability. Being classified as GT does not rue out learning disabilities. |
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HI |
Hearing Impaired |
Any degree of hearing loss that interferes with development or adversely affects educational performance in a regular classroom setting. |
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HIPAA |
Health Insurance Portability Accountability Act |
Federal regulation that outlines the confidentiality and protection of medical records. |
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ID |
Intellectual Disability |
A disability where a child's intellectual and adaptive behavior is below average and impacts the child's education. Also refers to eligibility category "Intellectually Disabled" which is 3 tiered: mild, moderate, severe. There are different degrees of intellectual disability, ranging from mild to profound. |
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IDEA |
Individuals with Disabilities Education Act |
Federal law designed to ensure that all children with disabilities have available to them a free and appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. It provides legal authority for early intervention and special education services for children birth through 21. Bart B outlines services for children ages 3 through 21. Part C outlines services for children birth to age 3. |
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IEE |
Individual Education Evaluation |
An evaluation conducted by a qualified examiner who is not employed by the school district responsible for the education of the child. |
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IEP |
Individual Education Program |
A written statement of a child's current level of educational performance and an individualized plan of instruction, including goals, specific services to be received, the staff who will carry out the services to be received, the standards and timelines for evaluating progress, and the amount and degree to which the child will participate with typically developed peers (inclusion/least restrictive environment). The IEP is developed by the child's parents and the professionals who evaluated the child and/or ate providing the services. It is required by the Individuals with Disabilities Act (IDEA) for all children eligible for special education. |
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IFSP |
Individual Family Service Plan |
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IHCP |
Individualized Health Care Plan |
A plan developed by the school nurse in collaboration with parents and teachers that outlines specific health care procedures to be provided to the student. |
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Interagency Agreement |
A document signed by authorized representatives of at least two agencies outlining mutually agreed upon responsibilities to perform certain duties under specified conditions. |
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ICC |
Interagency Coordinating Council |
A council established for the purpose of advising and assisting in the development and implementation of quality services for infants and toddlers with disabilities, ages birth through 5. |
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ID |
Intellectual Disability |
Intellectual disability is characterized both by a significantly below-average score on a test of mental ability or intelligence and by limitations in the ability to function in areas of daily life, such as communication, self-care, and getting along in social situations and school activities. |
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IPT |
IDEA Proficiency Test (used for LEP students) |
Used to determine the appropriate assessment for Limited English Proficient students. |
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IQ |
Intelligence Quotient |
The score of an intelligence test that is a form of psychological testing of an individual's capacity to learn and deal effectively with his/her environment |
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ITP |
Individualized Transition Plan |
A plan developed by the IEP team to help accomplish the student's goals for the transition from high school into adulthood. |
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LD |
Learning Disability/Difference/ Disorder |
A disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language, which may manifest itself in an imperfect ability to listen think speak read write or spell or to do mathematical calculations. |
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LEA |
Local Education Agency |
Synonymous with a local school system or local school district, indicating that a public board of education or other public authority maintains administrative control of the public schools in a city or county. |
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LEP |
Limited English Proficiency |
A term used by the federal government to identify children who have insufficient English to succeed in English-only classrooms, and who need language assistance to participate fully in the regular curriculum and the statewide assessment system. |
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LRE |
Least Restrictive Environment |
The placement that is as close as possible to the general education environment. This is the educational setting that permits a child to receive the most educational benefit while participating in a regular educational environment to the maximum extent appropriate. LRE is a requirement under IDEA. |
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MR |
Mental Retardation |
Categorized as having an IQ below 70-75 and significant limitations existing in two or more adaptive skill areas. |
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MU |
Multi-Handicapped |
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Music Therapy |
A therapeutic service to meet the recreational or educational goals. Music Therapy includes playing instruments, moving to music, singing, and listening to music. Both music education and music therapy contribute to special education by promoting learning and self-growth. |
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NCDPI |
North Carolina Department of Public Instruction |
Administers policies adopted by the State Board of Education and offers instructional, financial, technological and personnel support to all public school systems in the state. |
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NCLB |
No Child Left Behind |
Reauthorized in 2001, the Elementary and Secondary Education Act (ESEA) is the principal federal law affecting education from kindergarten through high school for children "at risk". The NCLB provides opportunities for children to learn and progress. |
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OCR |
Office of Civil Rights |
The Office for Civil Rights enforces several federal civil rights laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. |
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OCS |
Occupational Course of Study |
One of four courses of study a student with a disability may complete to graduate with a high school diploma in North Carolina. It is intended to need the needs of a small group of students who need a greatly modified curriculum that focuses on post-school employment and independent living. |
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ODD |
Oppositional Defiance Disorder |
Children who exhibit defiant and anti-social behaviors over a long period of time and environment. |
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OHI |
Other Health Impaired |
An educational classification that describes students who have chronic or acute health problems that cause limited strength, vitality, or alertness that adversely affects a child's educational performance. |
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OI |
Orthopedic Impairment |
The term includes impairments due to the effects of congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments due to the effects of disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). |
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O&M |
Orientation and Mobility |
Services provided to the blind or visually impaired by qualified personnel to enable a child to safely move in the school and other environments. |
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OSEP |
Office of Special Education Programs |
An office of the US Department of Education, dedicated to improving results for infants, toddlers, children and youth with disabilities, ages birth through 21, by providing oversight, leadership and financial support to assist states and local districts. OSEP administers the Individuals with Disabilities Act (IDEA). |
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OSERS |
Office of Special Education and Rehabilitation Services |
US Department of Education division committed to improving results and outcomes for people with disabilities of all ages by providing a wide array of supports to parents and individuals, school districts and states in three main areas: special education, vocational rehabilitation and research. |
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OT |
Occupational Therapy |
A professional who provides therapy services based on engagement in meaningful activities of daily life such as self-care skills, education, recreation, work or social interaction. |
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P&A |
Protection and Advocacy |
The Protection and Advocacy System is a private, nonprofit organization that protects and promotes the rights of people with disabilities. |
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Part B |
Special Education - School-aged Children |
The section of the federal special education regulations that addresses school-age children, 3 through 21. |
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Part C |
Special Education - Birth through Two Years Old (Early Intervention) |
The section of the federal education regulations that addresses children birth through two years. |
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PDD |
Pervasive Development Disorder |
Refers to the overall category that includes autism, Rett Syndrome, Asperger's Syndrome, PDD-NOS, and Childhood Integrative Disorder. The disability that shares many of the same characteristics of autism. Usually evident at age three, autism and PDD are neurological disorders that affect a child's ability to communicate, understand language, play and relate to others. |
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PDD-NOS |
PDD - Not Otherwise Specified |
A condition on the Autism Spectrum where those with it exhibit some, but not all, of the symptoms associated with classic autism. |
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PEP |
Personalized Education Plan |
Designed to improve a student's performance to grade-level proficiency |
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Placement |
Placement refers to the amount of time the child will receive special education and related services. It does not refer to an assignment to a particular class or school. |
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PLP/PLEP/ PLOP |
Present Levels of Educational Performance |
Statements written in the IEP that accurately describe the student's strengths, weaknesses, and learning styles. |
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Preschool Special Education |
An educational program that is designed to meet the unique developmental needs of an individual child with a disability who is three, four or five years of age. It is a child-focused educational effort. Sometimes referred to as Section 619 of the law. |
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PT |
Physical Therapy/Therapist |
A professional who is devoted to improving a person's physical abilities through activities that strengthen muscular control and motor coordination. |
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PTIC |
Parent Training and Information Center (NC's PTIC is ECAC) |
Each state has a Parent Training and Information Center to assist parents of children with disabilities to become more knowledgeable about special education and their child's disability. In North Carolina, this organization is the Exceptional Children's Assistance Center (ECAC). |
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RICC |
Regional Interagency Coordinating Council |
One of the 18 regions of a coordinated system of health, development and educational services, for children with disabilities age birth through five - part of Health & Human Services. |
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RRC |
Regional Resource Center |
Funded by the US Department of Education, there are six RRCs that provide technical assistance in special education for state education agencies. |
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RTI |
Response to Intervention |
A process whereby local education agencies (LEA) document a student's response to scientific, research-based intervention, using a tiered approach. It provides early intervention for students experiencing difficulty learning to read. |
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SAS |
Student Accountability Standards |
Statewide standards NC public schools students are required to meet as one consideration for promotion in grades 3, 5, and 8 and high school graduation. |
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SBE |
State Board of Education |
Determines public school and vocational education policy and manages and directs all public schools under provisions of applicable laws. |
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SCS/SCoS |
Standard Course of Study |
The North Carolina Standard Course of Study provides every content area a set of competencies for each grade and high school course. Its intent is to ensure rigorous student academic performance standards that are uniform across the state. It is based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards. |
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SEA |
State Education Agency |
The state board of education or other agency responsible for the state supervision of public elementary and secondary schools. |
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Section 504 or the Rehabilitation Act |
A federal law that protects the civil rights of individuals with disabilities. This law is closely intertwined with IDEA. Children with disabilities who are not eligible for special education may qualify for accommodations under Section 504. |
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Section 619 |
Special Education - Ages 3 through 5 |
Supports supplemental programs for students with disabilities and/or development delays ages 3 through 5 enrolled in programs of early intervention special education. |
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SED |
Severely Emotionally Disabled (formerly BED) |
Emotional disturbance at a greater level with proven diagnosis of certain disorder(s). |
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Self-Stimulation |
Often referred to as "stimming", these are abnormal behaviors, such as head banging, watching the fingers wiggle, or rocking side-to-side, that interfere with the child's ability to "sit still" and pay attention or to participate in meaningful activity. |
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SI |
Speech Impaired |
A category of special education services for students who have difficulty with speech sounds in their native language. |
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also: |
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SI |
Sensory Integration |
Also known as Sensory Integration Dysfunction - the inability to process information received through the senses, causing problems with learning, development and behavior. |
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SID |
Sensory Integration Disorder/Dysfunction |
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SIG |
State Improvement Grant |
A competitive grant offered by the US Department of Education to states. The purpose is to improve special education services in the state. |
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SIT |
Sensory Integration Treatment |
A technique of occupational therapy that provides playful, meaningful activities that enhance an individual's sensory intake and lead to more adaptive functioning in daily life. |
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SL |
Speech Language |
A pupil who has a speech-language impairment has a disorder in articulation, language, voice, and/or fluency. A speech-language impairment may range in severity from mild to severe. It may be developmental or acquired |
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SLD |
Specific Learning Disability |
The official term used in federal legislation to refer to difficulty in certain areas of learning, rather than in all areas of learning. |
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SLP |
Speech Language Pathologist (aka Speech Therapist) |
A trained therapist who provides treatment to help a person develop or improve articulation, communication skills, and oral-motor skills. Also helps children with speech errors and/or those with difficulties in language patterns. |
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SPD |
Sensory Processing Disorder (aka Sensory Integration Dysfunction/Disorder |
Also known as Sensory Integration Dysfunction - the inability to process information received through the senses, causing problems with learning, development and behavior. |
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Special Education |
Specialized instruction, tailor-made to fit the unique learning strengths and needs of students with disabilities. A major goal of special education is to teach the skills and knowledge the child needs to be as independent as possible. Special education programs focus on academics and also include therapy and other related services to help the child overcome difficulties in all areas of development. These services may be provided in a variety of educational settings but are required by IDEA to be delivered in the least restrictive environment (LRE). |
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SPMD |
Severely/Profoundly Mentally Disabled (changed to as ID-Severe in 2008) |
See ID |
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STO |
Short-Term Objectives |
Part of a child's IEP that breaks down an annual goal into small measurable steps. |
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Tactile Defensiveness |
An abnormal sensitivity to touch indicated by avoidance or rejection of touching and handling. The child who has tactile defensiveness may resist touching or being touched by something that is wet, that is an unusual texture, or that is an unfamiliar temperature or pressure. |
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TBI |
Traumatic Brain Injury |
Physical damage to the brain that could result in physical, behavioral, or mental changes, depending on which area of the brain is injured. TBI could impact a student's education; special education services might be needed. |
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TDD/TTY |
Telecommunications Device for the Deaf |
An assistive technology attached to a telephone to enable individuals who are deaf to communicate with others. |
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Therapy |
A treatment for certain physical or psychological conditions. The most common forms of therapy provided through early intervention and special education include occupational therapy, physical therapy, and speech/language therapy. |
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Transition |
* The movement from one service, location, or program to another. * Young children with disabilities transition at age three from early intervention to preschool special education services or to other community settings and services (early intervention and special education). - * Adolescents transition from school to adult services. |
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TMD |
Trainable Mentally Disabled (changed to ID-Moderate in 2008 |
See ID |
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VI |
Visual Impairment |
An impairment in visual acuity that, even with correction, adversely affects a child's educational performance. |
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VR |
Vocational Rehabilitation (Voc Rehab) |
A program of rehabilitation through job training focusing on the participant moving toward gainful employment. |
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WAIS |
Wechsler Adult Intelligence Scale |
A standardized intelligence test for assessing people aged 16 and older. |
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WIAT |
Wechsler Individual Achievement Test |
A comprehensive yet flexible measurement tool useful for achievement skills assessment. |
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WISC-III |
Wechsler Intelligence Scale for Children, 3rd Edition |
The WISC-III subtests include many of the same categories of subtests as the WAIS. In addition, there are two optional performance subtests: symbol search and mazes. |
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WJ-III |
Woodcock- Johnson Psycho-Educational Battery, 3rd Edition |
One of the most widely used instruments for assessing both cognitive abilities and achievement in children and adolescents. |
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WPPSI |
Wechsler Preschool and Primary Scale of Intelligence |
The WPPSI is designed for children age 4-6½ years. The test is divided into six verbal and five performance subtests. |
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This resource is a compilation of the hard work done by many organizations. We gratefully acknowledge the following: |
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