Glossary of Terms

AEPS Assessment, Evaluation and Programming System: The Assessment Evaluation Programming System (AEPS) is used to measure the benefits of early intervention

Augmentative Communication Device: Any piece ofequipment used to facilitate a child’s ability to communicate with others (communication board, talking computer, etc.)

Child Find: Team of professionals from Denver Public Schools who have the responsibility for evaluating children birth through 21 years of age who have suspected delayed development or disabilities

Early Intervention: Services for families and children birth to three who have delayed development.  Services may include, but are not limited to the following:  special instruction, therapy, service coordination, parenting and family support

Expressive Language: The ability to use words and spoken language to express one’s wants and needs

Extended School Year (ESY): Educational services provided beyond the traditional 180-day school year (over the summer) to prevent loss of skills

Fine Motor Skills: The small muscle group used to accomplish tasks such as writing, cutting, stacking blocks, etc.

Functional Outcomes: Goals that a child is to achieve in a natural setting (home or community), using the services and supports specified in the IFSP

Gross Motor Skills: The large motor groups used to accomplish such tasks as sitting, standing, walking, throwing and jumping

IDEA: Individuals with Disabilities Education Act is a federal law that guarantees the delivery of services for children and youth age birth through 21

Inclusion: The practice of including children with disabilities in settings and activities that are accessed by typically developing children

Individualized Education Program (IEP): A legal written plan for children that documents the child’s current level of functioning and an individualized plan of instruction, including goals, services to be received and accommodations needed in an educational setting.  The IEP is required for all children who receive special education services ages 3 through 21.  The IEP is reviewed annually but it can be reviewed and revised at any time

Individualized Family Service Plan (IFSP):  A written plan for children birth to age 3 receiving early intervention services. The IFSP is based on the concerns and priorities of the family and is reviewed every 6 months

Informed Consent: Parents/guardians have the opportunity to review the information that will be shared regarding their child.  Parents must sign an informed consent form before information is released

Least Restrictive Environment (LRE): The principle established under state and federal law that requires students in special education to participate in the regular classroom to the maximum extent appropriate and at the school closest to the child’s home.

Multi-sensory approach to learning: Introducing information using several of the child’s senses: hearing, vision, touch and movement.

Pre-Academic Skills: The skills a child must learn (such as matching shapes or colors; one to one correspondence and other concepts) before learning more complex academic skills  (such as reading, math and spelling)

Preschool: School for children ages 3 to 5 years of age

Receptive Language: The understanding of language and the spoken word

Sensory Integration: The ability to use one’s senses (touch, smell, taste, sight and hearing) to make meaning of one’s environment and to react to the environment appropriately

Service Coordinator: Responsible for services planning, connecting families to services and monitoring the child’s progress in learning new skills

Tactile defensiveness: Reacting negatively or over reaction to being touched by others or touching objects that would not normally cause one to react

Trans-disciplinary Team: A group of professionals who plan and implement services for a child with a disability.  The team may include an early childhood special educator, physical, occupational or speech therapist

Transition: A child and family centered process that occurs when a child moves from one program or setting to another. Parents and providers are to be a collaborative team in the systematic planning process