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A
Ability Test
Ability Test refers to a test designed to measure either aptitude or achievement.
To separate aptitude from achievement, however, is often easier said than
done. While aptitudes are defined as inherent abilities for learning and
raw talents, they are sometimes measured through a person's achievements
because the tests are designed incorrectly. The many types of ability
tests include verbal, numeric, literacy and abstract reasoning tests.
Achievement Test
Achievement Test refers to an objective examination that measures educationally
relevant skills or knowledge about such subjects as reading, spelling,
or mathematics.
ADD
See Attention Deficit Disorder
ADHD or AD(H)D
See Attention Deficit Hyperactivity Disorder
Age Norms
Age Norms refers to values representing typical or average performance
of people of any age groups.
Annual review
A meeting held once a year of parents and professionals at school to evaluate
a child's progress and make sure the child is still making progress. A
Statement of Educational Needs specifies that there must be an annual
review to ensure what is contained in the Statement still meets the child's
needs.
Appendix
Usually an additional section to a report/document that contains more
information about what is contained in the report/document. The report
should be understandable without reference to the Appendix
A form for parents/carers to record
their thoughts, comments and expectations on their child's needs.
Aspergers
Also known as Asperger's Disorder or Autistic Spectrum Disorder (ASD).
It is classified as is a Pervasive Developmental Disorder (PDD) characterized
by severe and sustained impairment in social interaction, development
of restricted and repetitive patterns of behaviour, interests, and activities.
Assessment
Assessment refers to the process of obtaining information that is used
to gather information about individuals, to give feedback about their
progress/strengths/weaknesses, and to judge performance (work or scholastic)
instructional effectiveness/curricular adequacy etc.
Assessment
An examination to find out an individual's abilities, difficulties and
needs for the purpose of informing a diagnosis.
Attention Deficit Disorder (ADD)
A disorder characterized by difficulties maintaining attention because
of a limited ability to concentrate. ADD is a limited capacity to focus
and attend and impulsive actions, but may not show high levels of activity
or over-activity.
Attention-Deficit Hyperactivity Disorder (ADHD)
A disorder characterized by difficulties maintaining attention because
of a limited ability to concentrate; including impulsive actions and hyperactive
behaviour. Some times this is written as AD(H)D as the signs and symptoms
of Attention Deficit Disorder and Attention-Deficit Hyperactivity
Disorder are the same though in the latter there is evidence of high
levels of activity or over-activity.
Attention Span
The length of time an individual can concentrate on a task without being
distracted or losing interest. (See also Distractibility).
Auditory Discrimination
The ability to accurately discriminate sounds. This requires processes
within the brain, beyond the effectiveness of the ear to hear.
Auditory Memory
Ability to retain information which has been presented orally; may be
short term memory, such as recalling information presented several
seconds before; long term memory, such as recalling information
presented more than a minute before; or sequential memory, such
as recalling a series of information in proper order.
Autistic Spectrum Disorder (ASD)
A range of diagnoses that involve severe and sustained impairment in social
interaction, development of restricted and repetitive patterns of behaviour,
interests, and activities. Asperger's is one such diagnosis as is Autism.
Autism
A category of ASD that significantly affects social interaction, verbal
and nonverbal communication, and educational performance.
Automaticity
A process of development and learning to the point at which thoroughly
learned tasks can be performed with little mental effort (e.g. walking
up/down stairs).
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B
Behavioural Difficulties/Problems
A pattern of unacceptable or inappropriate behaviour, usually occurring
in particular situations, which disrupts the activities of others be it
at work, in school or at home
Blending
A skill in reading involving saying two separate sounds 'i' and 't' and
being able to put them together to produce 'it'.
Bullying
Persistent unwanted (may but need not be aggressive) behaviour directed
towards a particular individual who is made to feel uncomfortable, distressed,
stressed or hurt by such behaviour. This is sometimes referred to as Harassment.
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C
Case Conference
A formal meeting of professionals and parents/carers to discuss a particular
child/individual.
Ceiling
Ceiling refers to the upper limit of ability that can be measured by a
particular test.
Cerebral palsy
Disorder in ability to control movements caused by damage to the motor
area of the brain.
Chunking
The process in reading of combining two sounds 'tr' and then to add this
to another chunk 'ip', to make 'trip'.
Code of Practice for Special Educational Needs
A guide for schools and LEAs on the practical help they should offer children
with SEN. The code must be considered when making any decisions about
a child's education.
Cognitive Ability
Intellectual ability; thinking and reasoning skills.
Conduct Disorder
Socio-emotional and behavioural disorders indicated in individuals who,
for example, are chronically disobedient or disruptive. This is a clinically
applied diagnostic category found in DSMVII. It can also be described
within the category EBD - Educational Behaviourally Disordered or Emotional
and Behavioural Disorder
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D
Decoding
The process of getting meaning from written or spoken symbols. (See Receptive
Language).
Developmental Delay
When a child fails to reach certain milestones at the expected time, such
as sitting, walking, talking.
Developmental Curriculum
A programme for children who need to learn everyday (Life Skills) skills,
self-care, dressing, etc, and who may spend most of their education working
towards the first level of the core school subjects in the national curriculum.
Differentiated Curriculum
A curriculum that is specially adapted to meet the special educational
needs of individual children.
Distractibility
The frequent, uncontrolled or non volitional shifting of attention from
the task at hand to sounds, sights, and other stimuli that normally occur
in the environment.
Diagnostic and Statistical Manual Volume VII (DSMVII)
the agreed criteria for the diagnosis of a full range of …..
Disability or Disorder
Recognised and diagnosed limitations or altered abilities in the domain
of human activity be it movement, hearing, sight, thinking, speaking,
feeling/emotion, behaviour and so on.
Dyscalculia
Difficulty in understanding or using mathematical symbols or functions.
An individual with dyscalculia m ay be able to read and write but have
difficulty in performing mathematical calculations.
Dysfunction
Any disturbance or impairment in the normal functioning of an organ, body
part, social, emotional or mental process
Dyslexia
Impairment of the ability to deal with language (speaking, reading, spelling,
writing). A dyslexic may see letters, syllables, or words reversed, blurred,
or otherwise distorted. Their actually ability to see words may be intact
but their ability to hear the sounds in words is less effective, or their
difficulties may make their reading or writing very slow.
Dyspraxia
Difficulty in performing fine and/or gross motor acts such as drawing,
buttoning, balancing etc. A person with Dyspraxia has difficulty producing
and sequencing the movements necessary to perform these kinds of tasks.
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E
Early Intervention Program
A program specially designed to assist developmentally delayed
infants and preschool children. The purpose of this type of program is
to help prevent problems as the child matures.
EBD School
Is a school hat specializes in providing for children with- Educational
Behavioural Difficulties (caused by many different factors), and who
do not cope, or cannot be managed, in a mainstream school among pupils
who do not have such difficulties.
Education Social Worker (ESW)
An Education Social Worker (ESWs) work with schools and families to promote
good school attendance. ESWs also work with individual children who have
behavioural difficulties.
Educational Psychologist (EP)
A Psychologist who works predominantly with those in education and may
be referred to as a school psychologist.
Educational Psychology
The application of psychology to education, especially to problems of
teaching and learning.
Educational Psychology Service
The educational psychology service has psychologists who visit schools
regularly and contribute to the statutory assessment of pupils.
They provide psychological advice in the form of a report based on observations
and tests. Educational psychologists are trained and have worked as teachers.
They should not be confused with psychiatrists who are doctors
concerned with mental illness.
Eye-Hand Coordination
The ability of the eyes and hands to work together to complete a task.
Examples are drawing and writing.
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F
Fine Motor
The use of small muscles for precision tasks such as writing, tying bows,
zipping a zipper, typing, doing puzzles.
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G
General Learning Disability
Refers to a broad range of learning difficulties that affect many aspects
of learning and may result in a Slow Learner Profile or Global
Developmental Delay
Gifted
This refers to individuals whose performance on standardized measures
of intellectual ability score above the 98th percentile which means they
are more able than 98 of 100 people of the same age and sex.
Global Developmental Delay
Where an individual's learning difficulties are such that they develop
overall more slowly and may never reach some higher levels of understanding.
Gross Motor
The use of large muscles for activities requiring strength and balance.
Examples are walking, running, and jumping.
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H
Harassment
Persistent unwanted (may but need not be aggressive) behaviour directed
towards a particular individual who is made to feel uncomfortable, distressed,
stressed or hurt by such behaviour. This can be referred to as Bullying.
Hearing Impairment
Refers to some difficulty or limitation in the mechanics of the hearing
process.
Hyperactivity
Condition characterized by extreme restlessness, fidgetiness, poor impulse
control resulting in short attention spans relative to peers, over activity
and risk taking behaviour without seeing the consequences
Hypoactivity
Under-activity; child may appear to be in a daze, lacking energy and appear
tired and unwilling to make an effort.
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I
IEP Committee
Writes the Individualized Education Program for the youngster who has
been identified by the Eligibility Committee as having a disability
or disorder. Members are a school division employee, other than the
student's teacher, who is qualified to provide or supervise special education;
the student's teacher(s); the parent or guardian the student, if appropriate;
other individuals whom the parents or the school division select.
Impulsivity
Reacting to a situation without considering the consequences.
Inclusion
Inclusive education means that mainstream schools should be structured
and resourced to enable them to welcome and accommodate all children regardless
of their physical, intellectual, social, emotional, linguistic or other
abilities and needs.
Independent Parental Support (IPS)
A person identified by the LEA or parents to provide confidential, independent
support and information to parents during the statutory assessment process.
Individual Education Plan (IEP)
A learning programme for an individual child with learning difficulties,
which includes what the child needs to learn and how that will be taught.
Individualized Education Plan (IEP)
A written educational prescription developed for each child diagnosed
with a learning difficulty (including learning disabled). Sometimes called
an Individualized Education Program. Schools are required by law to develop
these plans, in cooperation with parents. An IEP must contain:
- the child's present levels of educational performance,
- annual and short-term educational goals,
- the specific special education program,
- and related services that will be provided to the child,
- the extent to which the child will participate in regular
education program with mainstream children,
- a statement of when services will begin and how long
they will last
- provisions for evaluating the effectiveness of the program
and the student's performance. This evaluation must occur at least once
a year statement of transition services for students 14 years of age
or older.
Individualized Education Program (IEP)
Program tailored to the needs of an exceptional child.
Integration
This is the process of educating children, with or without disabilities
or difficulties, together in mainstream education.
Intelligence quotient (IQ)
The Intelligence quotient (IQ) refers to an individual's measured ability
(using a range of mental or intellectual processes) quantified through
completing a range of standardized tests. It is best understood as a range
of performance in which the individual is likely to perform rather than
as a single score.
Inversions
In reading, spelling, or math, confusion of updown directionality of letters
or numbers, e.g., m for w, 6 for 9, etc.
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J
K
Kinesthetic
Pertaining to the muscles.
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L
Learned helplessness
One of the main theories developed to explain the experience of depression,
derived from experiments in which animals, subjected to inescapable aversive
stimulation, became very passive in their responding.
Learning Difficulties/Disability/Disabilities (LD)
Disorders of the basic psychological processes that affect the way an
individual learns. Many individuals with learning difficulties/disabilities
have average or above average intelligence. Learning difficulties may
cause problems in listening, thinking, reasoning, comprehending, talking,
reading, writing, spelling, or arithmetic. Included are for example perceptual
difficulties, dyslexia, and developmental aphasia. Learning difficulties
caused by visual, hearing, motor, brain damage, emotional disturbances,
or environmental disadvantage may be classified in other ways, but will
be handled as learning difficulties.
Learning Support Assistant (LSA)
Work under the direction of teachers and are appointed to provide additional
help in the classroom for a child or a group of children (with or without)
identified special educational needs. Also known as Teaching Assistant
(TA)
Long-term memory
Components of memory where large amounts of information can be stored
for long periods of time.
Life Skills
A set of core skills required if an individual is to have the opportunity
for some degree of independence as an adult.
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M
Mainstream School
A school that seeks to integrate all levels of ability and teach a core
curriculum to all pupils.
Maintained schools
Primary, secondary and special schools which are funded by the LEA. Schools
receiving their funding from the private sector are referred to as Private
or Public schools.
Moderate Learning Difficulties MLD
Moderate learning difficulty means a number of processes related to thinking,
learning and behaving are harder for an individual and as a consequence
this limits the amount of information or situations they can manage, process
and learn from at any one time.
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N
Named officer
An officer of the LEA who can give you information and help about your
child's education.
Non-maintained special school
A non-profit making special school which charges fees. Most non-maintained
special schools are run by charities or charitable trusts.
Nonverbal cues
Eye contact, gestures, physical proximity, or touching used to communicate
without interrupting verbal discourse.
Nonverbal learning disabilities NVLD
Nonverbal learning disabilities are less well known than language-based
learning disabilities such as Dyslexia. Typically, people with nonverbal
LD show: excellent memory for things they hear; poor memory for things
they see; good reading ability; very poor arithmetic ability; excellent
verbal expression and verbal reasoning; problems with written expression
(often because of poor handwriting); problems with sense of direction,
estimation of size, shape, distance; problems reading facial expressions,
gestures, social cues, tones of voice.
Norms
Statistics that provide a frame of reference by which meaning may be given
to test scores. Norms are based upon the actual performance of individuals
of various grades or ages in the standardization group for the test. Since
they represent average or typical performance, they should not be regarded
as standards or universally desirable levels of attainment. The most common
types of norms are standard scores such as stanines, IQ, percentile rank,
grade or age equivalents.
Note in lieu (of statement)
A document produced by the LEA that sets out the reasons why a statement
should not be made and the special provision to be made by the school.
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O
Occupational therapist (OT)
Provide programmes to develop the management of everyday tasks. They can
also advise about aids and adaptations. (Occupational therapists usually
work for the local health authority).
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P
Paediatricians
Doctors who specialize in children's needs and can refer a child to other
health specialists, if necessary.
Panic Attacks
Involves repeated, unpredictable attacks of intense fear accompanied by
severe anxiety symptoms in the body that may last from minutes to hours.
Percentile score
Derived score that designates what percent of the norming group earned
raw scores lower than a particular score. A percentage score indicates
where an individual's score sits in a group of 100 individuals of the
same sex and age. E.g. at the 50th percentile a score is equal to, or
better than, 50 of those 100 individuals.
Performance Test
Refers to a test designed to evaluate general intelligence or aptitudes.
Consists primarily of motor items or perceptual items because verbal abilities
play a minimal role. Some times these are referred to as Visual-Performance
tests
Perseveration
The repeating of words, motions, or tasks. A child who perseverates often
has difficulty shifting to a new task and continues working on a task
after they should have stopped. (When required to copy five dots, will
continue to produce many more dots)
Partial Hearing
An individual with partial hearing may not be able to hear or process
the full range of sounds audible to the average human ear. They have nevertheless
some hearing though it may not be of good quality.
Partial Sighted
An individual with partial sight may not be able to see or process the
full range of visual information to the average human eye. They have nevertheless
some sight though it may not be of good quality.
Phonic Approach
Method for teaching reading and spelling in which emphasis is placed on
learning the sounds which individual and various combinations of letters
make in a word. In decoding a word, the child sounds out individual letters
or letter combinations and then blends them to form a word.
Physiotherapists
Trained to assess movement and physical development such as balance, co-ordination,
ability to sit, stand and walk. They advise on how to help a child develop
movement.
Placement
A school, unit or other facility, which the LEA thinks best meets the
specific needs of a child.
PMLD
Profound and multiple learning difficulties.
Private or Public School
Funds for these schools are derived from private sources - grants, school
fees, legacies, commercial enterprises etc. Many have charity status but
nevertheless require school fees are paid. Some have bursaries for lower
income families and many are selective in that they require prospective
pupils sit and pass an entrance exam.
Professionals Connexions service
This service provides pupils and young people with special educational
needs, aged 13-19, with a personal advisor.
The advisor will assist the young person and their parent/carer in identifying
the most appropriate post-16 provision and provide counselling and ongoing
support. A service representative must be invited to the year 9 annual
review meeting.
Psychiatrist
An individual who treats behavioural or emotional problems. Is a licensed
medical doctor (M.D.), so is permitted to use medications in treating
a problem.
Psychological Examination
An evaluation by a certified school or clinical psychologist of the intellectual
and behavioural characteristics of a person.
Psychology
Is generally defined as the science of behaviour and mental processes
and the application of the resulting findings to the solution of problems.
The word thus simultaneously refers to a science (involving the study
of the behaviour of humans and animals) and to various interventions (treatments
and therapies) in the mental processes and behavioural patterns of people
Psychomotor
Pertaining to the motor effects of psychological processes. Psychomotor
tests are tests of motor skill which depend upon sensory or perceptual
motor coordination e.g. how fast you can make a puzzle.
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Q
R
Raw Score
Raw Score refers to the number of items that are answered correctly out
of the total possible.
Reasoning Ability
Specific meaning of this term varies, depending upon the manner in which
a given test measures this ability; generally refers to verbal or nonverbal,
deductive, inductive, analytical thinking.
Receptive Language (Decoding)
Language that is spoken or written by others and received by the individual.
The receptive language skills are listening and reading.
Reversals
Difficulty in reading or reproducing letters alone, letters in words,
or words in sentences in their proper position in space or in proper order.
May also refer to reversal of mathematical concepts (add/subtract. multiply/divide)
and symbols (>; x+). See also Transposition.
Ritalin
Trade name for one of several stimulant drugs often given to modify hyperactivity
in children who have been diagnosed with ADD or ADHD. There
are a number of other names for the same drug: Concerta is one.
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S
Scatter
Variability in an individual's test scores. This is a technical term for
the range of scores. If there is a big range it is referred to as a lot
of scatter.
School Medical Officer
A doctor who ensures that a child's health is not stopping them from learning.
They may do regular check-ups.
School Psychologist
A person who specializes in problems manifested in and associated with
educational systems and who uses psychological concepts and methods in
programs which attempt to improve learning conditions for students.
Self-esteem
In psychology, self-esteem or self-worth is a person's self-image
at an emotional level; circumventing reason and logic. Self esteem refers
to the way you feel about yourself, whether you feel valued, appreciated
and able. (The term differs from ego in that the ego is a more artificial
aspect; one can remain highly egotistical, while underneath have very
low self-esteem.)
Sensory Acuity
The ability to respond to sensation (light, sound, touch etc) at normal
levels of intensity.
Sequence
The detail of information in its accustomed order (for example, days of
the week, the alphabet, etc.). Children with Sequencing Difficulties
know the names of the days of the week but find it difficult to put them
in the right order. Adults may find that they can't spell well though
know what letters belong in a particular word.
Severe Learning Difficulties
Severe learning difficulty means a significant number of processes related
to thinking, learning and behaving are harder for an individual and as
a consequence this limits the amount of information or situations they
can manage, process and learn from at any one time.
Short-Term Memory
Component of memory where limited amounts of information can be stored
for a few seconds. The average person is able to hold 7 plus or minus
2 numbers (e.g. a telephone number)
Short-Term Working Memory
Component of memory where limited amounts of information can be stored
for a few seconds while they are worked on. The average person is able
to hold 7 plus or minus 2 numbers (e.g. a telephone number) and can say
them backwards!
Sight Word Approach
Also known as whole word approach; method for teaching reading
which relies heavily upon a child's visual memory skills, with minimal
emphasis on sounding out a word (phonics); child memorizes the word based
on its overall configuration.
Sight Words
Words a child can recognize on sight without aid of phonics or other word-attack
skills.
Slow Learner Profile
A child who has either Moderate or Severe learning difficulties
that mean they progress through their learning at a slower rate and may
find higher levels of learning more difficult.
Specific Language Disability
When some aspect of listening or speaking is affected in some way to prevent
an individual from communicating (expressing themselves verbally) or understanding
spoken communication fully.
Specific Learning Difficulty/Disability SpLD or SLD
Specific learning disability. Difficulty in specific areas of learning
is contrasted with a General Learning Disability, i.e., difficulty
in all areas of learning. Specific Learning difficulty is another name
for Dyslexia, Dyspraxia, Non verbal Learning Difficulties and Dyscalculia
and so on. SLD is also sometimes interpreted as Specific Language Disability.
Social Skills Therapist
A therapist specializing in helping an individual develop their social
skills. They may be a specialist social worker, nurse, counsellor or otherwise
trained professional.
Sound Blending
The ability to combine smoothly all the sounds or parts of a word into
the whole.
Spatial Orientation
Awareness of space and objects around the person in terms of distance,
form, direction, and position.
Spatial Relationships
The ability to perceive the relationships between self and two or more
objects and the relationships of the objects to each other.
Special educational needs service for schools (SENSS)
A team of LEA advisers and specialist teachers who advise schools about
teaching children with special educational needs.
Special Educational Needs (SEN)
A child has special educational needs if he/she has a learning difficulty
that requires special educational provision to be made.
Special educational needs coordinator (SENCO)
All schools and nurseries appoint a SENCO to ensure that children with
special educational needs receive the support they need.
Special Needs School
A school that specializes in provisioning education for children with
a range of difficulties that cannot or may not best be met in a mainstream
setting.
Speech therapist
Helps children who have difficulty talking or communicating. They work
in schools, health centres and other community centres.
SpLD
Specific learning difficulties, e.g. dyslexia.
Standard Score
Standard Score refers to a score that permits comparison of one score
against a population mean.
Standardized Test
Standardized Test refers to a form of measurement that has been normed
against a specific population. Standardization is obtained by administering
the test to a given population and then calculating means, standard deviations,
standardized scores, and percentiles. Equivalent scores are then produced
for comparisons of an individual score to the norm group's performance.
Stanine
A Stanine refers to one of the steps in a nine-point scale of standard
scores.
Statement of special educational needs
Legal document setting out a child's special educational needs and the
provision to meet those needs following statutory assessment.
Statutory assessment
A detailed examination to determine your child's special educational needs
and calculate the special help needed. This may or may not lead to a statement
of special education needs.
Structural Analysis
Using syllabication, prefix, suffix, and root word clues, etc. to read
or spell a word.
Structure
Consistent use of rules, limits, and routines. The use of structure reassures
a child with learning disabilities that the environment is somewhat predictable
and stable.
Substitution
In reading, spelling, or math, interchanging a given letter, number, or
word for another, e.g., sereal for cereal, 9 or 6.
Syndrome
A set of symptoms (behaviours, features, learning difficulties) that indicates
a specific disorder.
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T
Teaching Assistant (TA)
An adult who may or may not have specific qualifications who is engaged
in supporting children in their daily activities in school. They can also
be referred to as Learning Assistants (LA) or Learning Support Assistants
(LSA). Children needing support are often offered LSA - Learning Support
Assistance.
Transition plan
A document drawn up at the annual review from national curriculum year
9 onwards, to help plan for a pupil's ongoing education after they leave
school.
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U
V
Verbal Ability
Specific meaning of this term varies, depending upon the manner in which
a given test measures this ability. Generally refers to oral or spoken
language abilities and the underlying verbal knowledge and comprehension
that support verbal expression.
Visual-Performance tests
Refers to a test designed to evaluate general intelligence or aptitudes.
Consists primarily of motor items or perceptual items because verbal abilities
play a minimal role. Some times these are referred to as Performance
Tests
Visual Discrimination
Ability to detect similarities and/or differences in materials which are
presented visually, e.g., ability to discriminate h from n, o from c,
b from d, etc.
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W
Word Attack Skills
Ability to analyze unfamiliar words visually and phonetically, the break
them down in such a manner that
Word Recognition
Ability to read or pronounce a word; usually implies that the word is
recognized immediately by sight and that the child does not need to apply
word analysis skills. Does not imply understanding of the word.
Working memory
Another term for short-term working memory.
Written Language
Encompasses all facets of written expression, e.g., handwriting, capitalization,
punctuation, spelling, format, ability to express one's thoughts in sentences
and paragraphs, etc.
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