Glossary

Community Setting:

This is a setting outside of school property where the focus of instruction is the goals and objectives of the student’s Individualized Education Program. (IEP).

Inclusion:

Integration is the educational philosophy and value basis which Arlington Public Schools has determined to be most beneficial to its student body. Professionals use observations, test data, student interviews, and parent interviews, along with a strong background of instructional knowledge when determining special education services and placements. We strongly believe that in order to appropriately serve our students with disabilities, we need to have the full continuum of placements available. Therefore, to the maximum extent appropriate, students with disabilities are educated with their age appropriate peers who do not have disabilities.

Integrated Setting:

This is a setting composed of students with and without disabilities sharing meaningful educational experiences. Primary instruction may be presented by a special education endorsed teacher and general education teacher (co-teachers) or a dual certified teacher.

Least Restrictive Environment:

(A) IN GENERAL – “To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” {IDEA}

Manifestation Determination Review (MDR) 

Manifestation determination review (MDR) means a process to review all relevant information and the relationship between a student’s disability and the behavior subject to the disciplinary action. More

Related Services:

Related Services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. These services include speech-language therapy, occupational therapy, physical therapy, vision services, hearing services, assistive technology services, vocational assessments/training, recreation, and transition planning to prepare students for adult life.

Special Education Coordinators:

Special Education Coordinators are assigned on an itinerant basis to the schools. They are available to provide technical assistance in testing, eligibility, and instruction for students with disabilities. They also function as the designee for the Director, Special Education.

Special Education Setting:

This setting is composed of students with disabilities with primary instruction presented by a teacher who is licensed with a special education endorsement.

Transition:

The Individuals with Disabilities Education Act (IDEA) defines “…transition services as a coordinated set of activities for a student designed within an outcome oriented process, that promotes movement from school to post school activities, including post secondary education, vocational training, integrated employment (including adult services, independent living, or community participation).” Arlington Public Schools coordinates implementation of transition activities for students with disabilities from preschool age to young adulthood. Transition activities will empower students to make transitions into meaningful and productive futures. Each phase of the transition process requires the student, parent, teachers and other school staff to look at immediate and long term goals and expectations.

Transition Coordinators:

Transition Coordinators are available to all high schools to provide technical assistance and support for the transitioning needs of students with disabilities.

Twice Exceptional (2e) Learners:

Twice Exceptional (2e) Learners are students who are both gifted and have special education needs.  APS currently provides services through a collaborative model between general education teachers, special education teachers and resource teachers of the gifted at each school.