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Adaptive Behavior
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Adaptive behavior means a student’s ability to perform the social roles appropriate for a person of his or her age and gender in a manner that meets the expectations of home, culture, school, neighborhood, and other relevant groups in which he or she participates.
Source: Michigan Administrative Rules for Special Education
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Adequate Yearly Progress (AYP)
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Adequate Yearly Progress (AYP) is a cornerstone of the federal No Child Left Behind Act (NCLB) of 2001. In Michigan, it measures year-to-year student achievement on the Michigan Education Assessment Program (MEAP) for elementary and middle schools, or the Michigan Merit Examination (MME) for high schools. Other indicators, such as the number of students who participate in the assessments and graduation rate for high schools, are also considered in the calculation.
Source: Michigan Department of Education
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Agency
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A public or private entity or organization, including the local school district, public school academy, intermediate school district, the department, and any other political subdivision of the state that is responsible for providing education or services to students with disabilities.
Source: Michigan Administrative Rules for Special Education
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Assistive Technology Device
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Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority: 20 U.S.C. 1401(1))
Source: Individuals with Disabilities Education Act of 2004
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Assistive Technology Service
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Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes—(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; (e) Training or technical assistance for a child with a disability or, if appropriate, that child's family; and (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child. (Authority: 20 U.S.C. 1401(2))
Source: Individuals with Disabilities Education Act of 2004
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At-Risk Infant or Toddler
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Autism Spectrum Disorder
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Autism spectrum disorder is considered a lifelong developmental disability that adversely affects a student’s educational performance in 1 or more of the following performance areas: (a) Academic. (b) Behavioral. (c) Social. Autism spectrum disorder is typically manifested before 36 months of age. A child who first manifests the characteristics after age 3 may also meet criteria. Autism spectrum disorder is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in communication, and restricted range of interests/repetitive behavior.
Source: Michigan Administrative Rules for Special Education
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