Create A Semantic Map For Parents Or Guardians Who May Be Un

Create A Semantic Map For Parents Or Guardians Who May Be Unfamiliar W

Create a semantic map for parents or guardians who may be unfamiliar with special education acronyms and terminology. The glossary must include at least 25 entries. Write an introductory paragraph explaining the purpose of the glossary for the target audience. Submit both the semantic map and introductory paragraph as one deliverable.

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The purpose of this glossary is to serve as a comprehensive and accessible resource for parents and guardians who may be unfamiliar with the specialized language used in the field of special education. Understanding key acronyms and terminology is essential for effective communication with educators, participating fully in the educational planning process, and advocating effectively for one's child. This semantic map aims to demystify complex jargon by providing clear definitions of at least 25 common terms and abbreviations encountered in special education settings. By familiarizing themselves with these terms, parents and guardians can navigate educational documentation, meetings, and decisions with greater confidence, ensuring that they are active and informed participants in their child's educational journey.

Semantic Map for Special Education Acronyms and Terminology

  • IEP: Individualized Education Program — A legal document outlining special education services for a student with disabilities.
  • FAPE: Free Appropriate Public Education — The right of every student with disabilities to receive free and suitable educational services.
  • LRE: Least Restrictive Environment — The setting that allows students with disabilities to learn alongside their peers to the greatest extent appropriate.
  • SPED: Special Education — Educational services designed to meet the needs of students with disabilities.
  • OT: Occupational Therapy — Therapy to help students develop fine motor skills and daily living skills.
  • PT: Physical Therapy — Therapy to improve mobility and physical development.
  • SPE: Special Education personnel involved in providing specialized instruction and support.
  • AYP: Adequate Yearly Progress — A metric used to measure school and student progress toward proficiency in state standards.
  • IDEA: Individuals with Disabilities Education Act — Federal law ensuring services to children with disabilities throughout the U.S.
  • 504 Plan: Section 504 of the Rehabilitation Act — A plan providing accommodations for students with disabilities who do not qualify for special education.
  • IEP Team: The group of educators, parents, and specialists responsible for developing the IEP.
  • Evaluation: Process of assessing a child's needs to determine eligibility for special services.
  • MTSS: Multi-Tiered System of Supports — A framework for providing different levels of support to students based on needs.
  • Discipline: Rules and procedures for addressing behavioral issues with accommodations for students with disabilities.
  • Transition Plan: A plan developed by age 16 (or younger) to prepare students for post-secondary life.
  • Disability: A physical or mental impairment that substantially limits one or more major life activities.
  • Related Services: Services such as transportation, speech therapy, or mental health counseling provided to support education.
  • Reevaluation: Periodic review of a student’s educational needs and eligibility for services.
  • Concern/Referral: Initiating a process to investigate whether a student may need special education services.
  • Consent: Parental permission required before conducting evaluations or providing services.
  • Due Process: Legal procedures ensuring parental rights are protected in educational decision-making.
  • Privilege: The rights of parents and guardians to participate fully in educational decisions affecting their child.
  • ELL: English Language Learner — A student who is learning English in addition to their native language.
  • Behavior Intervention Plan: A plan to address behavioral challenges and teach positive behaviors.
  • Transition Services: Support and activities preparing students for post-school employment, education, or independent living.

References

  • Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
  • Olson, J. R., & Lunneborg, P. W. (2017). Applying special education law: An educator's guide to compliance. Routledge.
  • Kauffman, J. M., & Landrum, T. J. (2018). Characteristics of emotional and behavioral disorders of children and youth (11th ed.). Pearson.
  • Turnbull, H. R., & Stowe, M. J. (2017). Families, professionals, and exceptionality: An introduction to special education (12th ed.). Pearson.
  • U.S. Department of Education. (2022). A guide to the Individuals with Disabilities Education Act (IDEA). https://sites.ed.gov/idea/
  • Snell, M. E., & Janney, R. E. (2016). Positive behavioral support: An evidence-based approach. Council for Exceptional Children.
  • Shogren, K. A., & Wehmeyer, M. L. (2020). Self-determination and universal design for learning: Expanding access and opportunity. TEACHING Exceptional Children, 52(1), 58-66.
  • Heward, W. L. (2019). Exceptional children: An introduction to special education (11th ed.). Pearson.
  • Festschrift, P. S. (2019). Navigating special education law and policy. National Education Association.
  • Werts, S. (2015). The parent’s guide to special education. Brookes Publishing.

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