![]() The terms used in this definition of a child with a disability are defined as follows: (2) Who, by reason thereof, needs special education and related services.Įditor’s note: We’ve included the text of §300.111(b), mentioned above and very relevant to “Developmental Delay,” at the very end of this definition of “child with a disability.” (1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development and Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child. (b) Children aged three through nine experiencing developmental delays. (ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section. (2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part. ![]() (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability **, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ‘‘emotional disturbance’’), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. IDEA defines this very important term as follows: Onward, to the Terms!Ĭan’t find the term or phrase what you’re looking for? Enter the term in the search box at the top of the page and view the results for IDEA’s use of the term. Your state’s definition of a term is also important to consider, because it will influence how the term is being used in your area, especially if the state definition isn’t exactly the same as IDEA’s. This being the case, then, the starting point of special education terms and what they mean is always IDEA’s definitions (most of which are provided through this page and elsewhere on CPIR’s site). They are allowed to go beyond what IDEA requires–and frequently do, because the law leaves a great many things to state and local discretion–but they are not permitted to have policies or procedures that are not consistent with IDEA’s provisions. States develop their own special education policies and procedures based on what IDEA requires. We frequently refer to this law on our website and in our publications, because it guides how special education and related services are provided to children with disabilities in the United States. It’s extremely important to understand that the terms you’re likely to hear in special education come from our nation’s special education law, the IDEA (Individuals with Disabilities Education Act). TA&D | Technical Assistance and Dissemination.IDEA | Individuals with Disabilities Education Act.FAPE | Free appropriate public education.CPIR is pleased to provide this handy reference to special education terminology, and hopes it helps our readers quickly connect with the meaning of pivotal words and phrases in the field. ![]() Special education is full of terms that people constantly use in writing and in conversation, and it’s important to know what those terms mean. Need to know how key terms in special education are defined?
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