| A | B |
|---|
| annual goals | Statements of what the students with disabilities can reasonably be expected to achieve in the course of one calendar year. |
| behavioral objectives | Statements that specify an observable behavior, the conditions under which it will occur, and the acceptable standard for accuracy against which to measure performance. |
| categorical programs | Educational programs serving only students who are diagnosed with a specific disability and who are officially placed in a special education program. |
| collaborative consultation | "An interactive process which enables people with diverse expertise to generate creative solutions to mutually defined problems" (Idol et al., 1986, p. 1) |
| collaberative teaming | "An ongoing process whereby educators with different areas of expertise voluntarily work together to create solutions to problems that are impeding students' success, as well as to carefully monitor and refine these solutions"(Knackendofel et al., 1992, p.1) |
| cross-categorical program | A program reserved for students who are officially placed in a special education program but may serve students from more than one disability area. Students can be grouped according to their instructional needs rather than by disability. |
| curriculum | A "master plan for selecting content and organizing learning experiences for the purpose of changing and developing learners' behavior and insights" (Armstrong, 1990, p.4). |
| inclusion | Placing students who are disabled, regardless of the type or degree of disability, in general education classrooms in their home-school. |
| Individualized Education Program | Individually written plan of yearly instruction by a committee required by the Individuals with Disabilities Education Act for every child or youth who is disabled. |
| interdisciplinary team | A group of individuals from varying professions responsible for developing comprehensive, appropriate educational programs for all students with disabilities. |
| mainstreaming | The practice of placing students who are disabled in the general education classroom to the extent appropriate to their needs. |
| noncategorical program | An educational program designed to serve both students who are disabled and students who are not disabled but who need supplemental instruction. |
| parity | Equal status of all members involved in the collaborative consultation process; no single individual is viewed as the expert, and all contributions are judged solely on their merit as a feasible solution to the problem. |
| reciprocity | "Allowing all parties(involved in the collaborative consultation process) to have equal access to information and the opportunity to participate in problem identification, discussion, decision making and all final outcomes" (West, et al., 1989, p.1). |
| Regular Education Initiative | A proposal advanced by the federal government that recommended fundamental changes in the ways in which students with mild learning-related disabilities are educated. |
| related services | Supportive services(e.g., special transportation, speech or language therapy, occupational or physical therapy) needed to ensure that the special education program meets all of the student's educational needs. |
| short-term objectives | Behaviorally stated objectives based on annual goals that provide a clear direction for instruction and ongoing evaluation of the progress of students with disabilities. |
