| Term | Definition | |
|
School Social Worker
|
|
|
|
Special Education
|
Specially designed instruction, at no cost to the parents, to meet the unique educational needs of the student with a disability and to develop the student’s maximum potential. Special education includes instructional services defined in R340.1701b(a) and related services.
Source: Michigan Administrative Rules for Special Education
|
|
|
Special Education Advisory Committee (SEAC)
|
The state must establish and maintain an advisory panel for the purpose of providing policy guidance with respect to special education and related services for children with disabilities in the state. (Authority: 20 U.S.C. 1412(a)(21)(A)). Information on Michigan’s state advisory panel can be found at www.cenmi.org/seac.
Source: Individuals with Disabilities Education Act of 2004
|
|
|
Specific Learning Disability
|
A disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of cognitive impairment, of emotional impairment, of autism spectrum disorder, or of environmental, cultural, or economic disadvantage.
Source: Michigan Administrative Rules for Special Education
|
|
|
Speech and Language Impairment
|
A communication disorder that adversely affects educational performance, such as a language impairment, articulation impairment, fluency impairment, or voice impairment. (2) A communication disorder shall be determined through the manifestation of 1 or more of the following speech and language impairments that adversely affects educational performance: (a) A language impairment which interferes with the student’s ability to understand and use language effectively and which includes 1 or more of the following: (i) Phonology. (ii) Morphology. (iii) Syntax. (iv) Semantics. (v) Pragmatics. (b) Articulation impairment, including omissions, substitutions, or distortions of sound, persisting beyond the age at which maturation alone might be expected to correct the deviation. (c) Fluency impairment, including an abnormal rate of speaking, speech interruptions, and repetition of sounds, words, phrases, or sentences, that interferes with effective communication. (d) Voice impairment, including inappropriate pitch, loudness, or voice quality. (3) Any impairment under subrule (2)(a) of this rule shall be evidenced by both of the following: (a) A spontaneous language sample demonstrating inadequate language functioning. (b) Test results on not less than 2 standardized assessment instruments or 2 subtests designed to determine language functioning which indicate inappropriate language functioning for the student’s age. (4) A student who has a communication disorder, but whose primary disability is other than speech and language may be eligible for speech and language services under R 340.1745(a). (5) A determination of impairment shall be based upon a full and individual evaluation by a multidisciplinary evaluation team, which shall include a teacher of students with speech and language impairment under R340.1796 or a speech and language pathologist qualified under R 340.1792.
Source: Michigan Administrative Rules for Special Education
|
|
|
State Education Agency (SEA)
|
The state board of education or other agency or officer primarily responsible for the state supervision of public elementary schools and secondary schools, or, if there is no such officer or agency, an officer or agency designated by the governor or by state law.
Source: Individuals with Disabilities Education Act of 2004
|
|
|
Student With a Disability
|
A person who is determined by an individualized education program team or a hearing officer to have 1 or more of the impairments specified in this part that necessitates special education or related services, or both, who is not more than 25 years of age as of September 1 of the school year of enrollment, an who has not graduated from high school. A student who reaches the age of 26 years after September 1 is a “student with a disability” and entitled to continue a special education program or service until the end of that school year.
Source: Michigan Administrative Rules for Special Education
|
|
|
Supplementary Aids and Services
|
Aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with Sec. Sec. 300.114 through 300.116. (Authority: 20 U.S.C. 1401(33))
Source: Individuals with Disabilities Education Act of 2004
|