Related Services/Terms and Abbreviations
Adapted Physical Education
Provides services designed to meet the physical needs of students who, because of physical limitation, are unable to participate successfully in the regular physical education program. In most cases, adapted physical education is provided in conjunction with the regular program with consultation to regular physical education staff regarding program modifications and adaptations for students with disabilities.
Provides students with physical, sensory, neurological or motor disabilities assistance to meet their unique educational goals. These services facilitate fine motor development, promote independence in daily living skills and increase skills through the use of adaptations.
Provides students with physical, sensory, neurological or motor disabilities assistance to meet their unique educational goals. These services assist with improving functional mobility, increasing function through gross motor development, adapting mobility equipment, and strengthening muscles for functional use.
Provides services to students who are struggling with social/emotional and/or behavioral issues that impact their functioning within the academic setting in order to maximize their success in school. School social workers work together with students, teachers, other school personnel and families to develop and implement strategies that will enhance students’ school success. These services are typically provided outside of the general education classroom and may be in a small group or on an individual basis.
Provides services to students who have been diagnosed with a speech or language difficulty that requires remediation in articulation and/or expressive/receptive language. Speech/Language pathologists collaborate with teachers, special educators and other school personnel to implement individual programs and support classroom activities. These services can be provided within the general education classroom or in the speech/language classroom.
Provide services to students with mild through severe vision disabilities to enable them to function effectively in the classroom and develop skills necessary for independence. Includes direct instruction, consultation, and vision evaluations.
|ADD||Attention Deficit Disorder|
|ADHD||Attention Deficit Hyperactivity Disorder|
|AYP||Adequate Yearly Progress|
|BIP||Behavior Intervention Plan|
|ESY||Extended School Year|
|FAPE||Free Appropriate Public Education|
|FBA||Functional Behavioral Assessment|
|FERPA||Federal Educational Rights and Privacy Act|
|IDEA||Individuals with Disabilities Education Act|
|IEP||Individualized Education Plan|
|LEA||Local Education Agency|
|LEP||Limited English Proficient|
|LRE||Least Restrictive Environment|
|NCLB||No Child Left Behind|
|OCR||Office for Civil Rights|
|OHI||Other Health Impairment|
|PBIS||Positive Behavioral Intervention and Supports|
|RtI||Response to Intervention|
|SLD||Specific Learning Disability (formerly LD)|
|TBI||Traumatic Brain Injury|
In accordance with the requirements of the federal Individuals With Disabilities Education Act of 2004 (“IDEA 2004”), public school districts are required to spend a portion of their Federal Part B special education funds in order to provide identified students with disabilities who attend private schools with the opportunity to equitably participate in special education services offered by the district.
As part of that process, District 27 conducts child find and utilizes a proportionate share of our federal dollars for students with suspected disabilities. District 27 staff members provide consultation and evaluations for those students with suspected disabling conditions.