Supporting Students with Special Needs
Expert-defined terms from the Professional Certificate in Educational Psychology course at UK School of Management. Free to read, free to share, paired with a globally recognised certification pathway.
Accommodations #
Changes made to the environment, instruction, or materials to help students with special needs access the curriculum and demonstrate their knowledge and skills. Accommodations do not change the content of what is being taught but modify how students learn the material.
Assessment #
The process of collecting information about students' knowledge, skills, and abilities. Assessments can take many forms, including tests, observations, interviews, and portfolios. Assessments help educators understand students' strengths and areas for growth.
Attention Deficit Hyperactivity Disorder (ADHD) #
A neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. Students with ADHD may have difficulty focusing, sitting still, and controlling their impulses. They may benefit from strategies such as frequent breaks, clear instructions, and visual cues.
Autism Spectrum Disorder (ASD) #
A complex neurodevelopmental disorder that affects social communication and behavior. Students with ASD may have difficulty with social interactions, communication, and repetitive behaviors. They may benefit from visual supports, structured routines, and clear expectations.
Behavior Intervention Plan (BIP) #
A plan developed to address challenging behaviors exhibited by students. A BIP outlines strategies to prevent, teach replacement behaviors, and respond to inappropriate behaviors. It may include positive reinforcement, visual supports, and communication strategies.
Collaboration #
Working together with other professionals, families, and students to support students with special needs. Collaboration involves sharing information, setting goals, and developing strategies to meet students' individual needs. Effective collaboration can improve outcomes for students.
Developmental Delay #
A delay in one or more areas of a child's development, such as cognitive, physical, or social-emotional. Developmental delays can impact a child's ability to learn and function in daily activities. Early intervention and targeted supports can help address developmental delays.
Differentiated Instruction #
An approach to teaching that recognizes and responds to the diverse learning needs of students. Differentiated instruction involves adapting content, process, and products to meet students' individual needs. Strategies may include flexible grouping, varied assignments, and scaffolding.
Disability #
A physical, cognitive, sensory, or emotional impairment that affects an individual's ability to participate in daily activities. Disabilities can impact learning, communication, mobility, and social interactions. Accommodations, modifications, and specialized supports can help individuals with disabilities succeed.
Early Intervention #
Services and supports provided to infants and young children who have developmental delays or disabilities. Early intervention aims to promote healthy development, address delays, and support families. Services may include therapies, educational programs, and family support.
Functional Behavior Assessment (FBA) #
A systematic process for understanding the function of a student's challenging behavior. An FBA involves gathering information, analyzing antecedents and consequences, and developing a behavior intervention plan. The goal is to identify the underlying cause of the behavior and implement effective strategies.
IEP (Individualized Education Program) #
A written plan developed for students with disabilities that outlines their educational goals, services, and accommodations. An IEP is created by a team of educators, parents, and other professionals and is reviewed annually. It guides the delivery of special education services and supports.
Inclusion #
The practice of providing students with disabilities access to general education classrooms and activities. Inclusion promotes socialization, academic growth, and acceptance of diversity. It emphasizes the value of all students learning together in a supportive environment.
Intellectual Disability #
A condition characterized by limitations in intellectual functioning and adaptive behaviors. Students with intellectual disabilities may have challenges with learning, communication, and independent living skills. Individualized supports, structured routines, and positive reinforcement can help students with intellectual disabilities succeed.
Least Restrictive Environment (LRE) #
The educational setting that provides students with disabilities the most opportunities to learn alongside their peers without disabilities. The LRE considers the individual needs of each student and promotes inclusion, access to the general curriculum, and social interactions.
Learning Disability #
A neurological condition that affects how an individual processes information and learns new skills. Students with learning disabilities may have difficulties with reading, writing, math, or other academic tasks. They may benefit from specialized instruction, assistive technology, and accommodations.
Modifications #
Changes made to the curriculum or expectations for students with special needs. Modifications alter the content, level, or outcomes of what students are expected to learn. They are designed to help students access the curriculum and demonstrate their knowledge and skills.
Occupational Therapy (OT) #
A related service provided to students with disabilities to help them develop, improve, or maintain skills needed for daily living and learning. Occupational therapists work on fine motor skills, sensory processing, self-care activities, and environmental adaptations to support students' participation in school and community activities.
Positive Behavior Support (PBS) #
A proactive approach to promoting positive behaviors and preventing challenging behaviors. Positive behavior support focuses on teaching and reinforcing appropriate behaviors, creating supportive environments, and addressing the underlying causes of challenging behaviors. It emphasizes collaboration, data-based decision-making, and individualized strategies.
Response to Intervention (RTI) #
A multi-tiered approach to identifying and supporting students who may be at risk for academic or behavioral difficulties. RTI involves screening, progress monitoring, and evidence-based interventions to help students succeed. It aims to prevent academic failure, identify learning disabilities early, and provide targeted supports.
Sensory Processing Disorder (SPD) #
A condition in which the brain has difficulty receiving and responding to sensory information. Students with sensory processing disorder may be oversensitive or undersensitive to sensory stimuli, leading to challenges in regulating their responses. They may benefit from sensory accommodations, sensory breaks, and sensory integration therapy.
Speech #
Language Pathologist (SLP): A professional who assesses and treats communication disorders in children and adults. Speech-language pathologists work with students who have speech, language, voice, fluency, or swallowing difficulties. They provide individualized therapy, strategies, and support to help students improve their communication skills.
Transition Planning #
The process of preparing students with disabilities for life after high school. Transition planning focuses on setting goals, developing skills, and connecting students to postsecondary education, employment, and independent living opportunities. It involves collaboration with families, educators, and community agencies to support successful transitions.
Universal Design for Learning (UDL) #
A framework for designing instruction that addresses the diverse needs of all learners. UDL emphasizes multiple means of representation, engagement, and expression to support students' access to the curriculum. It promotes flexibility, accessibility, and inclusivity in teaching and learning.
Visual Supports #
Tools and strategies that use visual information to enhance communication, understanding, and organization for students with special needs. Visual supports can include visual schedules, picture symbols, graphic organizers, and visual cues. They help students process information, follow routines, and navigate their environment.