chapter six · web viewgross motor skills: skills involving large muscle groups, such as rolling,...

Chapter Six

Glossary & Contact Information

Glossary of acronymsThe following acronyms, terms, and phrases are some that you are likely to hear about in special education.

AAMR American Association on Mental RetardationAB Area Board - or - Assembly Bill

ADA Americans with Disabilities Act

ADHD / ADD Attention Deficit Hyperactivity Disorder / Attention Deficit Disorder

ANDI A Normalization and Development Instrument, DDS program evaluation form

APE Adapted Physical Education

ARC Association for Retarded Citizens

ASD Autistic Spectrum Disorder

ASL American Sign Language

AT Assistive Technology

BI / BM Behavioral Intervention / Behavioral Modification/Management

CAC Community Advisory Committee – Advisors to the SELPA on the Local Plan

CASE Community Alliance for Special Education

CCF Community Care Facility – care home with 6 beds or less.

CCS California Children’s Services (formerly: Crippled Children Services)CD Communicatively Disabled

CDE California Department of Education

CDER Client Development Evaluation Report, a Regional Center tracking tool

CEC Council on Exceptional Children

CH Communication Handicap

CHDP Child Health and Disability Program

CP Cerebral Palsy

CPP Community Placement Plan

CPS Child Protective Services, or Community Program Specialist

CRA Client’s Rights Advocate, or California Rehabilitation Association

CSDR California School for the Deaf

CSLA Community Supported Living Arrangement

DCD Developmental Center (formerly: State Hospital)DCFS Department of Child and Family Services

DCH Developmental Centers for the Handicapped

DD Developmental Disabilities, Developmentally Delayed

DDS Department of Developmental Services

DES District Educational Specialist

DHH Deaf and Hard of Hearing (HOH)

DHS Department of Human Services

DIS Designated Instruction and Services

Regional Center of the East Bay Surrogate Parent Handbook 2006 Chapter 6 Page 115

DME Durable Medical Equipment

DPSS Department of Public Social Services

DREDF Disability Rights Education Defense Fund

DS District Superintendent

DSS Department of Social Services

DTAC Day Training and Activity Center / Day Program

EA Educational Assistant

EI Early Intervention

EPSTD Early Periodic Screening Treatment and Diagnosis

ESY Extended School Year

FAPE Free Appropriate Public Education

FERPA Family Education Rights and Privacy Act of 1974

FRC Family Resource Center

FY Fiscal Year

HH, HoH Hard of Hearing

HHSA Health and Human Services Agency

HI Health Impaired -or- Hearing Impaired

ICC Interagency Coordinating Council

ICF Intermediate Care Facility – nursing level care home

IDEA Individuals with Disabilities Act (Public Law 101-476)

IDT Interdisciplinary Team – parents, teachers, psychologists, social workers…

IEA Independent Educational Assessment

IEP Individualized Education Program

IFSP Individualized Family Service Plan

IHP Individualized Habilitation Plan

IHSS In Home Supportive Services

I IP Individualized Implementation Plan

IPP Individualized Program Plan

IQ Intelligence Quotient

ITP Individualized Transition Plan

JTPA Job Training Partnership Act - see PIC

LCI Licensed Children’s Institution

LD Learning Disability

LEA Local Education Agency

LH Learning Handicapped

LID Low Incidence Disability: Solely visual, hearing or severe orthopedic impairment.LOC Level of Care – relates to staffing standards for direct care

LRE Least Restrictive Environment

LSD Language or Speech Disorder

LSH Language, Speech and Hearing Specialist (also known as Speech Therapist)


LTC Long Term Care

MD Muscular Dystrophy -or- Medical Doctor

MH Multi-Handicapped -or - Mentally Handicapped

MI Mental Illness

MR Mental Retardation

MS Multiple Sclerosis

NIMBY “Not In My Back Yard” – citizen opposition to proposed projects

NLD Non Verbal Learning Disorder

NPA Non Public Agency – State certified to provide special education, is not employed by the public school system

NPS Non Public School – a school that meets State standards for private placement of students not at public school

O&M Orientation & Mobility

OAB Organization of Area Boards

OAH Office of Administrative Hearings

OFA Office of Family Assistance - Dept. of Health & Human Services / DHS

OH Orthopedically Handicapped - disorders involving the musculoskeltal system of the body, - or - Office of the Handicapped

OHI Other Health Impaired - chronic impairment: asthma, etc.

OM Otitis Media (Ear Infection)

O&M Orientation & Mobility

OSE Office of Special Education

OSEP Office of Special Education Programs

OT Occupational Therapy - Meant to improve practical skills in the disabled

P.L. 94-142 Public Law: The Education for All Handicapped Children’s Act of 1975 (renamed IDEA in 1990)

P.L. 99-457 Public Law: Preschool, Postsecondary and Transitional Services.Extension of P.L. 94-142

PAC Political Action Committee

PAI Protection and Advocacy - federally funded advocacy services

PASS Program Analysis of Service Systems - evaluation of service quality tool used in Normalization

PDD Pervasive Developmental Disorder - autistic features, not full spectrum

PECS Picture Exchange Communication System, helpful for non-verbal persons

PEN Parent Education Network

PIC Private Industry Council - Local board developing job training & opportunity. Funded via JTPA – Job Training Partnership Act

PICA A behavior; compulsive eating of non-food items

PIP Parent Infant Program -or- Primary Intervention Program

PKU Phenylketonuria – metabolic disorder, results in MR if not treated early

PL Public Law (federal)

POS Purchase of Service - payment agreement between agency and vendorized service provider

PT Physical Therapy - Massage, exercise, practical equipment

PTA Parent Teacher Association


PWS Prader-Willi Syndrome - a genetically based DD

QA Quality Assurance

RC Regional Center

RFP Request for Proposals

RIS Requires Intensive Services

RISE Requires Intensive Special Education

RLA Responsible Local Agency

ROP Regional Occupational Program

RS Resource Specialist (special education teacher)

RSP Resource Specialist Program

RST Resource Specialist Teacher

SB Senate Bill

SC Service Coordinator

SDC Special Day Class - or - State Developmental Center

SDL Severe Disorders of Language

SED Severely Emotionally Disturbed

SEE - Signs Signing Exact English

SELPA Special Education Local Plan District - Administers special education

SES Special Education Section

SH Severely Handicapped

SLD Specific Learning Disability

SLDA Speech / Language Delay - Aphasia

SMD Severe Multiple Disabilities

SNF Skilled Nursing Facility - health facility providing 24/7 inpatient care

SOAR Sufficiency of Allocation Report (Regional Centers)

SPED Special Education

SPHC Specialized Physical Health Care

SSA Social Security Administration

SSDI Social Security Disability Insurance

SSI Supplemental Security Income

SSP State Supplementary Program

TANF Temporary Assistance for Needy Families

TASK Team of Advocates for Special Kids

TBI Traumatic Brain Injury

TDD Telecommunications Device for the Deaf

TTY Teletype – keyboard device to access telephone services, for deaf people

UCP United Cerebral Palsy

VH Visually Handicapped

VI Visually Impaired


Glossary of government agencies & advocacy groupsEverybody knows that bureaucracy generates a lot of its own language. Here we’ve corralled some specific to Federal, State and County government; plus advocacy groups.

AAMR American Association on Mental RetardationAB Area Board - or - Assembly BillADA Americans with Disabilities ActANDI A Normalization and Development Instrument, DDS program evaluation formARC Association for Retarded CitizensBOE Board of EducationCAC Community Advisory CommitteeCARF Commission on the Accreditation of Rehabilitation Facilities – re: employment programs

CASE Community Alliance for Special EducationCDE California Department of EducationCEC Council for Exceptional ChildrenCFS Children and Family ServicesCHDP Child Health and Disability ProgramCPS Child Protective Services, or Community Program SpecialistCRA Client’s Rights Advocate, or California Rehabilitation AssociationDCD Developmental Center (formerly: State Hospital)

DCFS Department of Child and Family ServicesDCH Developmental Centers for the HandicappedDD Developmental Disabilities, Developmentally DelayedDDS Department of Developmental ServicesDHS Department of Human ServicesDOE Department of EducationDOF Department of FinanceDOH Department of Health ServicesDPSS Department of Public Social ServicesDR Department of RehabilitationDREDF Disability Rights Education Defense FundDSS Department of Social ServicesDVR Division of Vocational RehabilitationFERPA Family Education Rights and Privacy Act of 1974HHSA Health and Human Services AgencyICC Interagency Coordinating CouncilIDEA Individuals with Disabilities ActJTPA Job Training Partnership Act - see PICLEA Local Education AgencyNADD National Association for the Dually Diagnosed


NIH National Institute of HealthNISH National Industries for the Severely HandicappedOAB Organization of Area BoardsOAH Office of Administrative HearingsOFA Office of Family Assistance - Dept. of Health & Human Services / DHSOIS Office of Instructional ServicesOSE Office of Special EduationOSEP Office of Special Education Programs

P.L. 94-142 Public Law: The Education for All Handicapped Children’s Act of 1975 (renamed IDEA in 1990)

P.L. 99-457 Public Law: Preschool, Postsecondary and Transitional Services.Extension of P.L. 94-142

PAC Politican Action CommitteePAI Protection and Advocacy - federally funded advocacy services

PASS Program Analysis of Service Systems - evaluation of service quality tool used in Normalization

PEN Parent Education Network

PIC Private Industry Council - Local board developing job training & opportunity. Funded via JTPA – Job Training Partnership Act

PL Public Law (federal)PTA Parent Teacher AssociationRLA Responsible Local AgencyROP Regional Occupational ProgramSB Senate BillSDC Special Day Class - or - State Developmental CenterSEA Special Education Agency (State Department)SEAC Special Education Advisory CouncilSELPA Special Education Local Plan District - Administers special educationSES Special Education SectionSOAR Sufficiency of Allocation Report (Regional Centers)SOCCA Society of Care-Home OperatorsSSA Social Security AdministrationSSDI Social Security Disability InsuranceSSI Supplemental Security IncomeSSP State Supplementary ProgramTANF Temporary Assistance for Needy FamiliesTASK Team of Advocates for Special KidsUCP United Cerebral PalsyVR Vocational Rehabilitation. See Dept. of Rehabilitation.


Terms & Phrases

Accessible: Building equipped with features enabling people using wheelchairs to get inside and around. A building that is accessible is free of architectural barriers and includes ramps, elevators, and handicapped-accessible restroom facilities.

Accredited: An accredited service provider has met a set of written quality standards and is in compliance with criteria established by a recognized, non-profit organization whose stated goals are to enhance and ensure the quality of services in their catchment (geographical) area.

Accreditation Council: Accreditation Council for People with Disabilities, a national council that establishes standards to be met in the provision of services for individuals with developmental disabilities.

Achievement Test: A test that measures what a child has already learned.

ADA: Americans with Disabilities Act, 1992. Provides civil rights protections to individuals with disabilities that are like those provided to non-disabled individuals with regard to race, sex, national origin, and religion. The ADA guarantees equal opportunity to individuals with disabilities in employment, public accommodations, transportation, State and local government services, and telecommunications.

Adaptive Behavior: The ability of an individual to successfully function in his environment with responsibility and independence as expected by his age and cultural group.

Adaptive Physical Education (APE): Assessment, therapy and training to help a student with disabilities participate in recreation, based on the student’s need for assistance and/or adapted recreation equipment. May include activities focused upon balance, climbing and ball skills.

Advocate: A person who takes action on another person’s behalf. Advocates may be family members, friends, Regional Center staff, independent experts, legal representatives, or even the individuals themselves, representing their own interests. Advocates may assist in gathering information, or may provide support to secure appropriate educational and related services.

Age-Appropriate: Consideration of the chronological as well as the developmental age of the person requiring assistance with activities and instruction.

Ambulatory: A person who can move about independently without mechanical assistance.

Aptitude Test: A test which measures a child’s capacity, capability or talent for learning something.

Area Board: The State of California has thirteen Area Boards which help ensure that people with DD get the things they need. They assist with: advocacy; providing information about disabilities; planning new programs; monitoring existing programs; and making sure that people work together in providing services. Area Boards are associated with the State Council on Developmental Disabilities.

Asperger’s Syndrome: A condition on the autistic spectrum. Asperger children display the social and behavioral symptoms of autism without the language delay, and their intelligence is in the average to brilliant range. Frequently these children display obsessive interests that are unusual in their intensity and focus.


Attention Span: The extent to which a child can concentrate (through vision, hearing or both) on things.

Assessment: Testing and observation to identify and quantify a child’s needs and strengths.

Assistive Technology Device: Any item, piece of equipment, or product system (whether it is bought off the shelf, modified, or customized) that is used to increase, maintain, or improve the functional abilities of individuals with disabilities.

Assistive Technology Service: Any service that directly assists an individual with a disability in the selection, purchase, loan or use of an Assistive technology device.

At-Risk: Term used for children who have, or could have, developmental problems that may affect later ability to learn.

Auditory Discrimination: The ability to recognize differences between sounds, and to identify similarities and differences between words.

Audiology: The study of hearing and hearing disorders.

Aurally Impaired: Disability in the area of hearing and understanding. See Receptive Language.

Autism: A complex neuro-developmental disability affecting brain function and which generally manifests during the first three years of life. Autism impacts normal brain development particularly in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, as well as social interactions. Autistic persons may display repetitive activities and/or stereotyped movements (flapping hands, flicking light switches); they may display vigorous resistance to change and transitions and have a compulsive need for “sameness” in their environment and daily routines; or have unusual responses to sensory experiences. Early Intervention is important to maximize social skills and developmental outcome in the young child.

Autistic Spectrum Disorder (ASD): An umbrella definition covering a series of related neurodevelopmental disorders including Autism, Pervasive Developmental Disorder (PDD), and Asperger’s Syndrome.

Aversive Treatment: Potentially harmful procedure (such as spanking) used to help reduce negative behaviors.

Behavior Disorder: A disability; extreme behaviors that may interfere with the ability to learn.

Behavior Intervention: Positive support strategies focused upon improving a child’s ability to interact and cope with the daily world. A child’s behavioral difficulties may interfere his or her peers as well as himself.

Behavior Modification: A procedure based on the belief that all behavior is learned and therefore new behavior can be learned. One must decide the specific behavior to be learned and decide on a plan for accomplishing that goal.

Behavioral Supports: Strategies designed to reduce or eliminate inappropriate or stigmatizing behaviors that may limit an individual’s participation in community life.


CAC: Community Advisory Committee – a group of parents of children with disabilities, members of the community, students and special education professionals, who advise their local school board and school district administration about special education programs.

CARE: Center for Access to Resources and Education.

Categorical Class: A type of specialized classroom serving children who share a common disability.

CDER (Client Developmental Evaluation Report): Diagnostic and evaluation instrument used by Regional Centers.

Cerebral Palsy (CP): A non-progressive neurological disorder characterized by impaired movement and posture. Children may be born with CP, or it may be caused by a traumatic injury to the brain later in life. Cerebral palsy may affect only certain areas of the body, or it may cause one or more of these conditions: rigidity / spasticity or low muscle tone, involuntary movements, or balance problems.

Cognitive Skills: Thinking skills: a person’s ability to reason, remember, understand, problem solving and judgment.

Communicatively Disabled (CD): Includes persons who are deaf, aphasic, severely language impaired, or who have other speech and/or communication disorders.

Communication Handicap (CH): A disability of speech and language; a difficulty with receptive (understanding) language or expressive (speaking) language, to the extent that it interferes with a child’s ability to learn.

Community-Based Day Program: State Definition: Programs located in the community, not at a state developmental center;

programs providing service on hourly or daily basis, but less than 24 hours per day. Includes Activity Center, Adult Developmental Centers, Behavior Management programs, Independent Living programs, Early Intervention programs, and Social Recreation programs.

Provider Definition: Program where classes and activities occur in participant’s natural environment, and not in a segregated setting.

Community-Based Instruction: An individualized plan that teachers functional, age-appropriate skills in the areas of work habits and social skills, daily living skills (for example, cooking), using community resources (banks, restaurants, etc) and recreation/leisure.

Community Care Facility (CCF): Facilities with six beds or less providing residential services along with varying degrees of supervision.

Compliance Complaint: A complaint against a public school agency (for example, issues around not implementing the IEP as developed) filed by a parent or other individual, or by a public agency or organization when there is concern that the public education agency has violated federal or state law or regulations relating to special education. The complaint may be filed with either the superintendent of the local school district, or with the State Superintendent of Public Instruction.

Confidentiality: The protection of the privacy of all personally identifiable information and records of a child or youth.


Consent: Parent understanding and agreement to an activity (for example, testing) after receiving full information about the activity in the parent’s native language or other means of communication and with the understanding that the parent may change his/her mind.

Conservatorship: A legal process wherein an individual is appointed by the court to care for the personal and/or financial welfare of an adult unable to adequately care for him/herself.

Consumer: A client of the Regional Center system.

Coordination: Eye-Motor: The ability to relate vision with movements of the body or parts of the body. Fine-Motor: Development and control of small muscles, such as those used to cut, hold a

pencil, etc. Gross-Motor: Development and control of large muscle groups (jumping, running, etc.)

Counseling Services: Services that are typically provided by school counselors who work with students to develop their career awareness, to improve their understanding of self, and to improve their behavioral adjustment and control skills.

Deaf: Totally or partially unable to hear.

Deaf-Blindness: A combination of hearing and visual impairments that cause severe communication difficulties, and other developmental and educational needs.

Designated Instruction Services (DIS): Instruction and services necessary for the child to benefit educationally from instructional program (i.e., speech and language therapy, occupational and/or physical therapy, vision services, or specialized physical health care).

Development: The steps or stages in growth before the age of 18.

Developmental Center: Synonymous with state hospital.

Developmental Delay: Term used to describe children when unable to perform skills that other children of the same age are able to perform. This may include delay(s) in the following areas: cognitive, motor (fine motor, gross motor, sensory motor, perceptual motor), communication (speech and language development), adaptive behavior, academic development.

Down Syndrome: Chromosomal abnormality resulting in mental retardation, sometimes accompanied by physical anomalies.

Dual Diagnosis: A person who is both developmentally disabled and mentally ill.

Due Process: A system that guarantees each individual equal protection and treatment under the law. It addresses the steps which assure the right of the child or youth with a disability and the parents to be fully informed and included in any decisions which affect the education of a child or youth. Intended to make certain that parents and educators make fair decisions about the identification, assessment, and placement of children with disabilities. Due process is composed of two steps: mediation, followed by an administrative hearing.

Due Process Hearing: A hearing requested by the parents of a child or youth with a disability, or the school district, to settle a disagreement about the identification, evaluation, placement, or provision of free appropriate public education.

Dyslexia: Learning disability characterized by difficulties with letters, numbers & symbols.


Early Intervention (EI): Services designed to identify and treat developmental problems as early as possible; designated for children 0 – 3 years old; may include medical, educational and psychological support to children and families.

Eligible: Meeting designated criteria, qualified according to stated guidelines.

Emotional Disability: Emotional problems that affect a child’s learning and which cannot be explained because of intellectual, sensory, or health reasons. See SED.

Entitlement: The legal right to certain services and benefits.

Epilepsy: A brain disorder characterized by recurrent seizures: sudden episodes of loss of consciousness and/or movement problems.

Evaluation: A way of collecting information about a student’s learning needs, strengths, and interests. Also called Assessment.

Extended School Year: Services providing summer session, intended to assist children in achieving their IEP goals.

Facilitated Communication: A method of helping individuals who do not talk or who do not talk clearly to unlock their ideas and to communicate through typing. See PECS.

Fair Hearing / Due Process Hearing: Administrative law hearing conducted by an administrative law judge to resolve a disagreement about a child’s educational program.

Family Resource Center: A center, usually staffed by the parents of children with special needs, which provides information, training activities, and support to parents of children with special needs.

FAPE: “Free Appropriate Public Education” means special education and related services which (a) are provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the State educational agency; (c) include preschool, elementary, or secondary school education, and (d) are provided in conformity with an individualized education program.

Fine Motor Skills: Skills involving hand use or small muscle groups, such as buttoning buttons, drawing, playing with small toys. (see: Gross Motor Skills).

Full Inclusion: Generally refers to placement in the regular classroom, with the use of supplemental aides and services as necessary. Inclusion allows children with special needs to be educated with their non-disabled peers in their neighborhood schools where each student’s individual differences and strengths are valued. See: Mainstreaming.

Functional/Critical Skills: Skills that enable an individual to communicate, interact with others, and to perform tasks that have practical utility at home, in the community, and on the job.

Functional Assessment: Determining the relationship between events in a person’s environment and the occurrence of challenging behaviors. Include identifying and defining the behavior and the circumstances regularly associated with the behavior; and determining the purpose of the behavior.

Regional Center of the East Bay Surrogate Parent Handbook 2006 Chapter 6 5

Generic Services: Services available to all persons without qualification or requirements; such as public education, mental health services, parks and recreation programs.

Goals: A list of skills and /or behaviors the child, the parent and the teacher will try to achieve over the school year. Goals are based upon a child’s strengths and needs.

Gross Motor Skills: Skills involving large muscle groups, such as rolling, sitting, crawling, walking, running, riding a bicycle, etc. (see: Fine Motor Skills).

Guardianship: Judicial process whereby legal decision-making power is transferred from one person to another who has been appointed to serve, assist and protect the person by helping the individual make decisions. This applies to persons under 18 years of age.

Head Start / Early Head Start: A federally funded preschool program serving children from low income families, designed to meet the child’s educational, social, health, nutritional, and emotional needs.

Health Impairment: Limited strength, vitality or alertness due to chronic or acute health problems that adversely affect a child’s educational performance (including, but not limited to asthma, epilepsy, diabetes, heart disease, hemophilia, etc).

Hearing Impairment (HI): Problems with hearing; may be severe enough to cause problems in acquiring language, comprehension, and use of language. Such a hearing loss may cause academic and social adjustment problems. Hearing loss may range in severity from mild to profound and includes the subcategories of deaf and hard-of-hearing. Also known as: Hard of Hearing (HoH).

Identification: The process of locating and identifying children who need special services.

Inclusion: Setting where children with disabilities share resources with their non-disabled peers.

Independent Living Skills: Home care, cooking, money management, shopping, grooming, etc.

Individualized Education Program (IEP): A written document stating a child’s current level of educational performance, specifies annual goals and short-term instructional objectives, and identifies appropriate services needed to meet the goals.

Individuals with Disabilities Education Act (IDEA): The purpose of this law is to make sure that all children and youth with disabilities, who are between the ages of 3 and 21, have available to them a free appropriate public education (FAPE). IDEA includes special education designed to meet the unique needs of a child or youth with disabilities.

Individual Family Service Plan (IFSP): A written document developed between the child’s family and the Regional Center Service Coordinator, describing the child’s strengths and needs, and the goals to reach for, when the child is between birth and three years of age.

Intake and Assessment: Process used by agencies in determining whether applicants are eligible for services; and identifying services needed.

Integration: Joining of two separate groups; in this case, a child placed in a special day class (SDC) may integrate with non-disabled peers by joining certain classes, or during non-academic activities such as recess or lunch.

Language:


Expressive: Speaking and writing. Receptive: Listening and reading. Sign language: Communicating through the use of gestures (signs) for words and finger

spelling (spelling out a word or proper name through the use of a manual alphabet).

Language Delay: Lag or slowness in the development of a child’s ability to use or to understand language.

Learning Disability: Problems using language, remembering, concentrating, following instructions, reading, calculating or learning through listening and/or looking.

Learning Style: How a person best takes in and processes information (by sight, by hearing, by feeling or by doing).

LEA: Local Education Agency, typically the local school district.

Least Restrictive Environment (LRE): Means that, to the maximum extent appropriate, a child with a disability, including children in public or private institutions, shall be educated in an environment as close as possible to the child’s home and with children who are not disabled.

Low Incidence Disability: Severe, disabling conditions occurring in less than 1% of total enrollment. Includes hearing, vision, and severe orthopedic impairments.

Mainstreaming: A term meaning that children with disabilities, with support from special education teachers, spend as much time as is appropriate in a regular education classroom, among their non-disabled peers.

Mediation: Going through a neural third party as a way to settle disagreements between parents and school personnel without going to a due process hearing. Mediation may be the first step in due process.

Mental Retardation: A disability; a delay in a child’s ability to learn and to function independently in his or her everyday environment. Mental retardation is a condition that causes developmental delays in academics, language, motor skills, self-help skills and social or vocational skills. Children who are mentally retarded learn at a slower rate because of their lower level of intelligence and adaptive ability. Mental retardation ranges from mild to moderate to severe/profound.

Multidisciplinary: Assessment of a child by a team involving a number of different professionals.

Multiple Disabilities: Two or more disabilities, such as: orthopedic or other chronic health impairment; hearing impairment; visual impairment; autism; cerebral palsy; epilepsy; mental retardation; or severe emotional disturbance.

Natural Environment: Places commonly used by individuals without developmental disabilities.

Non-Public School (NPS): School meeting state standards and allowing private placement of students for whom there is no appropriate public school placement available.

Occupational Therapy (OT): Services provided by a therapist trained to assist children develop fine motor skills and everyday skills like eating, dressing, and self-care. The therapist involves the child through active participation in purposeful activities to help make progress towards goals.

Operation Search: The Department of Education’s ongoing effort to find children from age 3 to 20 who could benefit from special education programs.


Orientation & Mobility (O&M): Services provided to visually impaired children to help them learn to move safely from place to place.

Orthopedic Disability: Difficulties arising from bone, joint, muscular or neuromuscular disorders, such as: cerebral palsy, arthritis, spina bifida, muscular dystrophy, or polio, as well as traumatic accidents resulting in fractures, amputations, and burns.

Peer Tutoring: Having a same-age peer (student) provide academic instruction or support.

Perception: The process of interpreting sensory information. The accurate mental association of present stimuli with memories of past experiences.

Pervasive Developmental Disorder (PDD): Children who have many features of autism, but do not meet the full criteria for autistic disorder.

Physical Therapy (PT): Services provided by a therapist trained to assist children develop gross motor skills, such as rolling, sitting and walking. Treatment is focused upon maintaining and/or increasing muscle tone and strength, and range of motion. Activities include therapeutic exercises and positioning, gait/mobility training, training in the application and use of braces, splints and other equipment, and injury prevention techniques.

Placement: When a child is assigned to a special education classroom or other special education services; placement occurs after the IEP is written.

Prader-Willi Syndrome (PWS): Genetic disorder characterized in the infant by poor muscle tone and feeding difficulties. Toddlers display voracious appetites. Mental retardation, medical complications, and behavior problems are common.

Preschool: Classrooms serving children aged three to five years old.

Program Specialist: A professional employed by the school district special education department who is knowledgeable about special education and available programs, and is responsible for assuring that children receive needed available services and full educational opportunities.

Psychological Services: Services provided by school psychologist, includes educational assessments and support for children and their parents.

Public Law 94-142: The Education of All Handicapped Children Act, guarantees a free, appropriate public education (FAPE) for children with special needs.

Public Law 101-476: Individuals with Disabilities Education Act (IDEA); replaced PL 91-142 in 1990.

Purchase of Service (POS): An agreement between the Regional Center and a service agency to provide a service for a person with a disability.

Reading Comprehension: The ability to understand what one has read.

Reasonable Accommodation: An adaptation or modification of the environment or materials which make it possible for a person with a disability to fully participate in an activity.

Receptive Language: Recognition of and / or understanding spoken language.


Referral: Recommendation by agency; meant to determine if specialized services are required.

Rehabilitation Counseling Services: Services provided by a qualified rehabilitation counseling professional in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability.

Related Services: Support services, such as transportation, early identification, speech therapy, audiology, psychological services, physical and occupational therapy, counseling services, recreation, school health services, social work services in schools, parent counseling and training, and medical services for diagnostic or evaluation purposes, as are required to assist a child to benefit from special education and are required by FAPE.

Rescind: To discontinue special education or related services because the student no longer meets eligibility criteria.

Resource Room: Special education classroom for children who are in a regular classroom for more than half of the school day.

Respite: A brief break (in-home or out-of-home) for caregivers of individuals with special needs. May be funded by the Regional Center.

Reverse Mainstreaming: When non-disabled children go to the special education classroom to play and learn with children who are disabled.

Segregation: Day programs and living situations where there is little or no interaction with non-disabled persons who are not employees. Opposite of Integration.

Self-care: Skills in dressing, grooming, bathing, feeding & toileting without assistance.

Self-concept: A person’s idea of himself.

Self-contained classroom: Special education classroom where children receive instruction in all developmental and academic areas.

Self-help skills: Skills associated with feeding, dressing, bathing and toileting.

SELPA: Special Education Local Planning Area. A SELPA is a combination of school districts and the county office of education, joined together to provide resources to meet the needs of students with special needs.

Sensory Integration: The brain’s process of organizing and interpreting incoming information from the five senses (sight, hearing, touch, smell, and taste) is called sensory integration. When the five senses work together, each sense contributes to a person’s picture of who and where they are, and what is going on around them. Some persons have more trouble than others processing input from the world around them. Some people are easily over-stimulated, and others may be insensitive and require more stimulation. Efficient sensory integration provides a crucial foundation for later, more complex learning and behavior.

Service Provider: Individual, group or agency approved by DDS to provide service for a fee to Regional Center consumers.

Severe Emotional Disturbance: An inability to learn which cannot be explained by intellectual, sensory or health factors. May be either severely aggressive or extremely withdrawn.


An inability to build or maintain satisfactory relationships with peers and/or adults; Inappropriate behaviors or feelings under normal circumstances; A general pervasive mood of anger or depression; or A tendency to develop physical symptoms or fears associated with personal or school

problems.

Social Acceptance: The ability to get along with one’s peers (friends).

Social Maturity: The ability to assure personal and social responsibility expected from persons of similar age.

Special Day Class (SDC): Classroom appropriate for children benefiting from specialized services for over half of the school day; for children who receive most of their instruction from a special education teacher.

Special Education: Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.

Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. Such a disorder may result in problems with listening, thinking, talking, reading, writing, spelling or arithmetic. Students with learning disabilities show a “severe discrepancy” between actual achievement and expected achievement.

Specialized Physical Health Care (SPHC): Medical procedures required during the school day, may include: tracheostomy care, gastrostomy tube feeding, catheterization, oxygen, etc.

Speech Impairment: A disorder relating to speech or language which interferes with effective communication. Speech disorders refer to problems with spoken sounds, articulation, fluency and voice. Language disorders refer to deviant or disordered oral communication and reflect a problem with processing, perception, understanding and/or expressive language.

Speech/Language Therapy: Therapy to address the communication needs of individuals with speech impairments. Intended to help children learn to communicate their thoughts and needs.

Social Work Services: Services that include preparing a social or developmental history of a child with a disability; group and individual counseling with the child and family; working with those problems in a child’s living situation (home, school, and community) that affect the child’s adjustment in school; and mobilizing school and community resources to enable the child to receive maximum benefit from his/her educational program.

Standardized Tests: Tests used to measure a child’s abilities in relation to peers.

Surrogate Parent: A person assigned by the school district to represent a child or youth with a disability in matters related to special education when the natural parents or guardian are not known or cannot be located, or when the child or youth is a ward of the state.

Tactile: Sense of touch.

Therapy: Improving, developing or restoring functions impaired or lost through illness, injury or deprivation. Therapy may address function (occupational, physical and speech therapy); or may take other forms (talk, art, dance, music therapies).


Title 17: Part of the California Code of Regulations, contains DDS and other regulations. Addresses parental fees, conflict of interest, clients rights, standards, fiscal audits, appeals, fair hearing, vendorization, respite services, residential facility care, and Regional Center practices and procedures.

Title 22: Portion of the California Code of Regulations containing state licensing regulations for community care facilities and health facilities.

Total Communication: A teaching approach to communication that uses all available methods and means of communicating, including manual (sign) language, spoken language, and symbols or pictures.

Transition: Moving from one educational program to another, e.g., transition from early intervention to preschool; or from high school to work.

Transition Plan: Part of the IFSP, which is done when the child is 2.6 years old. A transition plan assists children and families through the process of changing from early intervention services to special education preschool services provided by the local school district.

Traumatic Brain Injury: An injury to the brain caused by an external physical force or by an internal occurrence such as stroke or aneurysm, resulting in total or partial functional disability or psychosocial maladjustment that adversely affects educational performance.

Vendor/Provider: A person or organization contracted with the Regional Center to provide services.

Visual Impairment: Problems with seeing, sufficient to interfere with normal functioning and requiring special or adapted techniques, materials and/or equipment in order to meet educational demands.


School Contact Information - Alameda CountyAsk for the Special Education Department for preschool referrals and/or assessment

Alameda County School Districts Updated September, 2004

Alameda County Office of Education612 West A StreetHayward, CA 94541

Linda Heinemeyer 510 782-3356

Alameda Unified School District2200 Central AvenueAlameda, CA 94501510 337-7075 main (ask for Mimi)

Transition Coordinator: Linda Baker, 510 337-7192

IEP Coordinator: Tom Mushaney, 510 337-7035

Dr. David Wax, Director of Special Education 510 864-2309; 337-7075 fax

Albany Unified School District904 Talbot AvenueAlbany, CA 94706510 558-3750

Special Services: 510 559-6554

Berkeley Unified School District2134 Martin Luther King, Jr. WayBerkeley, CA 94704510 644-8229

Amy Rosenbaum, Transition Coordinator 510 644-4500, x 44407

Castro Valley Unified School District4400 Alma AvenueCastro Valley, 94546510 537-3000

Sandra Nevin, x1256; Carol Martin x1217

Dublin Unified School District7471 Larkedale AvenueDublin, CA 94568925 828-2551925 829-6532 fax

Monica Vassis, special education coordinator, x1-8031

Emeryville Unified School District4727 San Pablo AvenueEmeryville, CA 94608

Mychel Novales, Director of Special Education, 510 655-6936, x49

Fremont Unified School District4210 Technology DriveFremont, CA 94538510 657-2350; fax 510 651-4201

Diane Dooley 510 657-6100, x44105 (Leitch School)


Hayward Unified School District2441 Amador StreetPO Box 5000Hayward, CA 94540-5000510 784-2600

Patty Utsumi, 510 881-4468; fax 510 881-4468

Livermore Valley Joint Unified School District685 East Jack London Blvd.Livermore, CA 94550925 606-3365; fax 925 606-3443Dana Thompson 925 606-4706, x208

New Haven Unified School District34200 Alvarado Niles Blvd.Union City, CA 94587510 471-1100Jennie Kordes, x 2334 (speech)Sue Robertson, x 2330 (more involved)

Newark Unified School District5715 Musick AvenueNewark, CA 94560510 818-3231; fax 510 818-3242Kristina Sica, 510 818-3231

Oakland Unified School District1025 Second AvenueOakland, CA 94606Programs for Exceptional Children: 510 879-8153Early Intervention Transition Team 510 879-1766

Piedmont Unified School District760 Magnolia AvenuePiedmont, CA 94611David Roth, Director of Special Education, 510 594-2600

Pleasanton Unified School District4661 – A Bernal AvenuePleasanton, CA 94566925 426-4290Ken Wyatt 925 426-4293

San Leandro Unified School District14735 Juniper StreetSan Leandro, CA 94579510 667-3500Susan Gehlke 510 667-3532

San Lorenzo Unified School District15510 Usher StreetSan Lorenzo, CA 94580-1641510 317-4793; fax 481-9910

Sue Barnes 510 317-4775


Alameda County SELPAs

Mid-Alameda County SELPA4400 Alma StreetPOB 2146Castro Valley, CA 94546

Susan Parker, SELPA Director 510 537-3000 x 1201; 510 537-1403 fax

Mission Valley SELPA4210 Technology DriveFremont, CA 94538

Kathryn Burns-Jepson, SELPA Director 510 659-2569; 519 659-2549 fax

North Region SELPA2200 Central Avenue, Suite 203EAlameda, CA 94501510 337-2355510 865-8366 fax

David Wax, SELPA Director510 337-7190; 519 337-7190 fax

Oakland SELPA1025 Second AvenueOakland, CA 94606

Dr, Phyllis Harris, SELPA Director510 879-8223; 510 879-8529 fax

Tri Valley SELPA4665 Bernal AvenuePleasanton, CA 94566

Kent Rezowalli, SELPA Director925 426-9144; 925 426-7146 fax

Contra Costa County SELPAs

Contra Costa County SELPA2520 Stanwell Drive, Suite 270Concord, CA 94520

Cathy Nicoll 925 827-0949, x13

Mt. Diablo Unified SELPA1936 Carlotta DriveConcord, CA 94519

Marilyn Anderson 925 825-0144; 925 825-5398 faxPreschool Assessment Center: 925 825-0144

West Contra Costa Unified SELPA2465 Dolan WaySan Pablo, CA 94806925741-2801925 724-8829 fax

Sharon Sanger 925 233-1955

Contra Costa County Office of Education77 Santa Barbara RoadPleasant Hill, CA 94524925 942-3376925 942-3353 fax

Cathy Nicoll 925 827-0949, x13


School Contact Information – Contra Costa CountyRequest Special Education Department for preschool referrals / assessment

Contra Costa County SchoolsAntioch USD510 G StreetAntioch, CA 94509925 706-4100

Linda Farrell 925 706-5216

Brentwood Union School District255 Guthrie LaneBrentwood, CA 94513925 634-1168925 634-8583 fax

Byron Union School District14301 Byron Hwy.Byron, CA 94514925 634-6644925 634-9421

Canyon Unified School District187 Pinehurst RoadCanyon, CA 94516925 376-4671925 376-2443 fax

John Swett Union School District341 B StreetCrockett, CA 94525510 787-1141510 787-2079 fax

Knightsen Unified School DistrictPOB 2651923 Delta RoadKnightsen, CA 94538925 625-0073925 625-8766 fax

Lafayette Unified School District3477 School StreetPOB 1029Lafayette, CA 94549925 284-7011

Martinez Unified School District921 Susana StreetMartinez, CA 94533925 313-0480925 313-0476 fax

Moraga Unified School District1540 School Street, POB 158Moraga, CA 94556925 376-5943925 376-8132

Mt. Diablo USD1936 Carlotta DriveConcord, CA 94519925 682-8000

Oakley Union Elementary91 Mercedes LaneOakley, CA 94561925 625-0700925 625-1863 fax

Orinda Union School District8 Altarinda RoadOrinda, CA 94563925 254-4901

Pittsburg Unified School District2000 Railroad AvenuePittsburg, CA 94565925 473-4000925 473-4275 fax

Rose Turnbull 925 473-4281San Ramon Valley Unified School District699 Old Orchard DriveDanville, CA 94526925 552-5500

Cathy Rice 925 827-0949

Walnut Creek Unified School District960 Ygnacio Valley RoadWalnut Creek, CA 94597925 944-6850925 944-1768

West Contra Costa Unified School District1108 Bissell AvenueRichmond, CA 94801510 620-2205510 236-6784

Other Useful Contacts

California Department of EducationSpecial Education Division515 L Street, Room 270Sacramento, CA 95814916 445-4613

Early Education Unit916 445-4623916 327-3516 fax

Regional Center of the East Bay7677 Oakport Street, Suite 300Oakland, CA 94621510 383-1200

RCEB is a private, non-profit corporation under contract with the California Department of Developmental Services. Regional Centers plan and coordinate services and supports for people with developmental disabilities.

Developmental Disabilities Council, Alameda County

Barbara L. Garcia - Developmental Disabilities CoordinatorAlameda County Health Care Services AgencyPublic Health Department, Family Health Services DivisionDevelopmental Disabilities Planning and Advisory Council1000 Broadway, Suite 500Oakland, CA 94607(510) 267-3261; (510) 451-0582 FAXemail: [email protected]: http://www.co.alameda.ca.us/publichealth/organization/programs/develop.htm

The Developmental Disabilities (DD) Council provides a forum for discussion, advocacy and planning for services for persons with developmental disabilities.

Developmental Disabilities Council, Contra Costa County

Diana Jorgensen, Executive DirectorGeorge Miller Center West2801 Robert H. Miller DriveRichmond, CA 94806(510) 374-3665; fax (510) 374-3893e-mail: [email protected]: http://www.cchealth.org/fmch/dev_disabilities_council.html

The Developmental Disabilities (DD) Council provides a forum for discussion, advocacy and planning for services for persons with developmental disabilities.

http://www.cchealth.org/fmch/dev_disabilities_council.html

mailto:[email protected]

http://www.co.alameda.ca.us/publichealth/organization/programs/develop.htm


Regional Center of the East Bay Surrogate Parent Handbook 2003 Chapter Six Page 76

Area Board V360 22nd Street, Ste 730Oakland, CA 94612Phone: (510) 286-0439Fax: (510) 286-4397Email: [email protected]

Provides consumers and their families with assistance in understanding the Lanterman Act and the Regional Center system..

California Department of Developmental Services - DDSPrevention and Childrens Services Branch1600 9th Street, Room 310Sacramento, CA 95814916 654-1776800 515-BABY916 654-3255 faxwww.dds.ca.gov

TIP: DDS publishes “A Consumer’s Guide to the Lanterman Act.” Call 916 654-1897 for your copy.

California Department of RehabilitationCalifornia Assitive Technology SystemPO Box 944222Sacramento, CA 94244916 263-8627916 263-8683 fax

CAPE : Community Alliance for Preschool Education1328 Concannon Blvd.Livermore, CA 94550925 443-9380 Aida White

CASE : Community Alliance for Special Education1500 Howard StreetSan Francisco, CA 94130415 431-2285

CCS Alameda County : California Children’s Services100 Broadway, Suite 500Oakland, CA 94621510 208-5990

CCS Contra Costa County : California Children’s Services597 Center Street, Suite 100Martinez, CA 94553Sharon White 925 313-6143

Contra Costa County CFS : Children and Family ServicesA Bureau of the Employment & Human Services Department40 Douglas Dr.Martinez, CA 94553(925) 313-1500


http://www.dds.ca.gov/


Alameda County CFS : Children and Family ServicesA Bureau of the Employment & Human Services Department401 BroadwayOakland, CA 94607-3806(510) 271-9180http://www.co.alameda.ca.us/assistance/

Client’s Rights AdvocateOffice of Clients’ Rights Advocacy433 Hegenberger Road, Suite 220Oakland, CA 94621(510) 636-4213

DREFD : Disability Rights and Education Fund2212 Sixth StreetBerkeley, CA 94710(510) 644-2555; (800) 466-4232TTY (510) 644-2555 Fax (510) 841-8645http://www.dredf.org/

The Disability Rights Education and Defense Fund, Inc., is the leading national law and policy center in disability civil rights.

Family Resource Center, Alameda CountyFamily Resource Network5232 Claremont AvenueOakland, CA 94618510 547-7322510 658-8354 fax

Family Resource Center, Contra Costa CountyCARE Parent Network1350 Arnold Drive, Suite 203Martinez, CA 94553925 313-0999800 281-3023925 370-8651 fax

Protection and Advocacy, Inc.433 Hegenberger Road, Suite 220Oakland, CA 94621510 430-8033800 776-5746

Procedural Safeguards Referral Service (PSRS)PO Box 944272Sacramento, CA 94244800 926-0648Fax: 916 327-3704

Youth Law CenterChildren’s Legal Protection Center417 Montgomery Street, Suite 900San Francisco, CA 94104-1121510 644-2555 (voice / tty)


http://www.dredf.org/

http://www.co.alameda.ca.us/assistance/

Head Start

Alameda Head Start1335 Park AvenueAlameda, CA 94510510 865-4500

Rosalie Sterling

Berkeley Early Head Start1422 San Pablo AvenueBerkeley, CA 94702510 559-2092

Janna McDonald, 510 848-9092

Berkeley Head Start2009 10th StreetBerkeley, CA 94710510 848-9092

Dawn Paxson

Contra Costa County Head Start / Early Head Start2420 Bisso Lane #120Concord, CA 94520925 646-5586; 925 646-5551Fax: 925 646-5551

Rosemary Almand, Disability Coordinator. Elsie Witt, County Director.

Oakland Early Head Start10700 MacArthur Blvd.Oakland, CA 94605510 553-1250; 510 534-4466

Taheri Garakani

Oakland Head Start505 14th Street, #300Oakland, CA 94612510 238-3165

South Alameda County Early Head Start & Head StartDarwin School2560 Darwin StreetHayward, CA 94545510 796-9511; fax 264-0114

Lori Miller, Disabilities Coordinator


chapter six · web viewgross motor skills: skills involving large muscle groups, such as rolling,...

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