Academic Success Center Resources

Acronyms

AB
Assembly Bill (California State Assembly)
ABIC
Adaptive Behavior Inventory for Children
ABS
Adaptive Behavior Scales
AAMR
American Association of Mentally Retarded
ADA
Americans with Disabilities Act (1990)
ADD/ADHD
Attention Deficit / Hyperactivity Disorder
AIDS
Acquired Immune Deficiency Disorder
AHEAD
Association on Higher Education and Disability
ALT
Academic learning time = time on task that, at which, you're succeeding at a high rate
APA
American Psychological Association
AS
Asperger's Syndrome
ALB
Autistic-like behaviors
BIP/BSP
Behavior intervention or support plan
C CTC
California Commission on Teacher Credentialing
CAA
Chronologically age appropriate
CASE
California Alliance for Special Education
CAC
Community Advisory Committee / Council on Special Education
CASP
Court appointed surrogate parent
CBI
Curriculum based instruction (or community based)
CBM
Cognitive behavior modification or curriculum based measurement
CCR
California Code of Regulations
CCS
California Children's Services
CD
Conduct disorder
CDC
Child development Center
CDE
California Department of Education
Cal. Ed. Code
California Education Code
CEC
Council for Exceptional Children (largest Prof. Org. for SPED)
CFR
California Code of Federal Regulations
Cir.
Circuit (9th Cir. = Ninth Circuit Court of Appeals)
CMH
Community Mental Health
DHS
Department of Mental Health
DIS
Designated instructional service = what resource specialist used to be called
DISTAR
SRA teaching method (direct instruction)
DOE
Department of Education - CDE at California level
DR
Department of Rehabilitation
DRC
Disability resource center
DRO
Differential reinforcement other behavior - to get rid of the undesired behavior
DSM (IV)
diagnostic and statistical manual
DSS
Disabled Student Services / Department of Social Services
EBD
emotional behavioral disorders
ECE
Early childhood education
ED
the new SED = emotionally disturbed
HER
Education for the Handicapped Law Reporter
ELL
English language learners
EMR
educable mentally retarded Now called: MMR - mild mental retardation
EP
Individualized education plan
ETR
Education Transition Center
ESY
Extended school year
F.
Federal Reporter (F2nd = Federal Reporter Second)
F/LEP
Full/Limited English Proficiency
FAPE
free appropriate public education
FAQ
Frequently asked questions
FBA
Functional behavior assessment
FEP
Fluent English Proficiency
GE
Grade equivalent, AE - age equivalent
H+VI
hearing and visually impaired
HI
hearing impairment
HSEE
High school exit exam
IDEA
Individual with learning disabilities education act (1997)
IDELR
Individuals with Disabilities Education Law Reporter
IEP
Indiviualized Education Program (School District)
IFSP
Individualized Family Service Plan
IPP
Individual Program Plan (Regional Center)
IQ
intelligence quotient
ITP
Individualized Transition Programs
LCSW
Licensed Clinical Social Worker
LEA
Local Education Agency
LH
Learning handicapped
LIH
Limited Intellectual Function
LRE
Least restrictive environment
MA, CA
Mental age, Chron. Age
MBD
Minimally brain damaged/dysfunction - seen in L.D's
MFCC
Marriage, Family, and Child Counselor (now MFT - Marriage & Family Therapist)
MI
Multiple intelligence
MH
Multiple Handicapped
MMR
Mild mental retardation
MR
Mental Retardation
NAEYC
National Association for the Education of young children
NIMH
National institute of Mental Health, NIH: National institute of health
NJCLS
National Joint Commission on LD's
NPS
Non-public school for non-public placement
OAH
Office of Administrative Hearings
OCR
Office of Civil Rights
ODD
Oppositional defiant disorder
OHI
other health impaired
OI
Orthopedic Impairment
OSEP
Office of Special Education Programs - Federal
OSERS
Office of Special Education and Rehabilitation Services - Federal
OT / PT
Occupational Therapy and Physical Therapy
PAI
Protection and Advocacy, Inc.
PDD
pervasive developmental delay
PDR
Physicians Desk Reference
PEERS
Providing Education for Everyone in Regular Schools
PIAT
Peabody Individual Achievement Test
PL
Public Law
PVVT - R
Peabody Picture Vocabulary Test - Revised
RS
Resource Specialist
RSP
Resource specialist program
SB
Senate Bill (California State Senate)
S-B IV
Stanford-Binet Intelligence Test: 4th Edition
SD
Standard deviation
SDC
Special day class
Sec. 504
of the Rehabilitation Act of 1973
SELPA
Special Education Local Planning Area
SEM
Standard error of measurement +/-
SH
Severely Handicapped
SIB - R
Scales of Independent Behavior - Revised
SLD
specific learning disability
SLI
speech and language impaired
SLP
Speech, language pathologist or program
SOI
severe orthopedic impairment
SRA
Science Resource Association - for direct instruction
SS
Standard or scaled scores
SST
Student study team
CST
child study team
TACS
Technical Assistance and Clarification Statement
TBI
traumatic brain injury
TPP
Transition Partnership Project
U.S.C.
United States Code
VABS
Vineland Adaptive Behavior Scales
VI
visually impaired
WISC - III
Wechsler Intelligence Scale for Children - III
WJEP - R
Woodcock-Johnson Psychoeducational Battery - Revised
WPPSI - R
Wechsler Pre-School and Primary Scale of Intelligence - Revised
WRAT 3
Wide Range Achievement Test - Revision 3

Definitions of Terms

Accommodation

Adjustments made in course materials or instructional methodology, which do not change the essential nature, or academic and technical standards of the course.

Adjustments made in the physical attributes of a classroom such as provision of tables and or chairs, which do not disrupt the essential activities of the class or program.

Assistive technology made available to persons with disabilities in College Learning Labs, the Library, Test Center or Classroom.

Documentation

Verifying documents which verify a person's mental or physical impairment and which describe the impairment adequately for the College to be able to determine the degree of resulting limitation on a major life activity to aid in the design of reasonable accommodations.

The student must provide documentation. All disabilities must be verified with documentation; a very few can be "documented" by the Academic Resources Centers based upon observation in the office or on campus, in which case that observation will be recorded as documentation in the student's file.

Disability

Section 504 of the Rehabilitation Act and the Americans with Disabilities Act protects and considers a person disabled if he or she meets one of the following criteria:

has a mental or physical impairment that substantially limits one or more of the major life activities of that person
has a record of such impairment
while not actually disabled, is regarded as having such impairment
has a record of being discriminated against because of being regarded as disabled
has a person with a disability dependent on him or her (associated with a person who has a disability)

Essential Nature of a Course

This is language from applicable case law; ref. the Davis decision. Colleges need to identify the essential elements of each course requirement and curriculum program; elements that are identified as "essential" after a student with disabilities has challenged or raised a question about the element will not stand program review. Colleges are not required to waive or substitute essential elements of programs.

Learning Disability

The term "Learning Disability" is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities, 1988).

Reasonable

Reasonable is a term central to disability services and the design of accommodations. Colleges must provide reasonable accommodations to assure reasonable access to persons with disabilities for all institutional programs and services.

A request for an accommodation which would waive an essential element of a course would be determined to be unreasonable. However, the Department of Education Office of Civil Rights has yet to accept financial burden or cost as a reason for not providing a reasonable accommodation. Public post secondary education institutions, with the resources of a state behind them, have not succeeded in claiming that cost factors have made accommodations unreasonable.

A request for accommodations that would put the requesting student or others in danger, would be considered an unreasonable accommodation.

A request to provide SIGN interpretation, provide books on tape, multi-media resource materials or extended time for pencil and paper testing situations, would most likely be considered a reasonable accommodation request, if supported by verifying documentation.

The staff of the Academic Resources Center and Students With Disabilities Program maintains binders that include guidelines and Office of Civil Rights (OCR) or court decisions that aid in determining the reasonableness of accommodation requests and services.

Substantial Impairment

Rather than specifying particular disabilities, the Americans with Disabilities Act and Section 504 of the Rehabilitation Act set the criteria for an individual's protections at the threshold of a "mental or physical impairment" that substantially limits any major life activity. It is terminology that is one central aspect of the process of determining whether a person has a civil right to accommodations for a disability. It is central language to watch for in reading rulings by the Office of Civil Rights and court decisions related to disability services.

In most cases, there is little dispute regarding whether an individual student has a "substantial" limitation or impairment. There is a large body of adjudication to aid colleges in deciding individual cases, as decisions made under the 1973 Rehabilitation Act in most cases reflect the same statutory language as included in the Americans with Disabilities Act.

Verification

That aspect of the documentation that is collected in a student's file which verifies the existence of a disability. (See also definition of "documentation" above.)

The student must provide verification.

Books

Barkley, Russell A. Attention Deficit & Hyperactivity Disorder: A Handbook for Diagnosis & Treatment. NY: Guilford Press, 1990.

_______________. ADHD and The Nature of Self-Control. NY: Guildford Press, 1997.

Campbell, Linda. Teaching Learning Through The Multiple Intelligences. Boston, MA: Allyn & Bacon, 1999.

CA SpED Programs: A composite of Laws, 2001, CA Department of Education.

Center for Science in the Public Interest. Diet, ADHD & Behavior: A Quarter-Century Review. Wash., DC: 1999.

Chrisman, Marty. The Theory of Cognitive Learning Styles & It's Application on Huck Finn Sinks in Better When You Know How The Kid Thinks. Liberty, MO: William Jewell College 1980.

Patricia Cunningham. Classrooms That Work. Addison Wesley, 1998.

Dacey, John. Your Anxious Child: How Parents & Teachers Can Relieve Anxiety in Children. S.F.: Jossey-Bass, 2000.

Davis-Johnson, Dorothy. I Can't Sit Still: Education & Affirming Inattentuve & Hyperactive Children. Santa Cruz, CA: Education Training & Research Associates, 1992.

Diller, Lawrence. Running on Ritalin: A Physician Reflects on Children, Society & Performance in a Pill. NY: Bantam Doubleday Del Pub., 1999.

Faber, Adele. How to Talk So Kids Will Listen & Listen So Kids Will Talk. NY: Avon, 1999.

Flick, Grad L. Power Parenting for ADD/ADHD Children: A Practical parent's Guide For Managing Difficult Behaviors. West Nyack, NY: Center for Applied Research in Education, 1996.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. NY: Basic Books, 1983.

________________. Intelligence Reframed: Multiple Intelligence the 21st Century. Howard Gardner. New York: Basic Books, 2000.

________________. Multiple Intelligence. New York: Basic Books, 1991.

Goleman, Daniel. Emotional Intelligence. NY: Bantam Books, 1995.

Goodland, John, and Pamela Keating. Access to Knowledge: The Continuing Agenda for Our Nation's Schools. NY: College Entrance Examination Board, 1994.

Hallowell, Edward M. Driven To Distraction: Recognizing and Coping With Attention Deficit Disorder From Childhood Through Adulthood. NY: Simon and Schuster, 1995.

I Can Learn, 1994, CDEP — order both of the above through: Bureau of Rehabilitation Sales Unit, P.O. Box 271, Sacramento, CA 95812-0271.

Jirak, MaryEllen. the gift of A.D.D. San Francisco: Great Beginnings, 2002.

Kay Kiesa (Editor), Uniquely Gifted : Identifying and Meeting the Needs of the Twice Exceptional Student. Avocus Advocacy in Education, July 2000.

Keene, Ellen. Mosaics of Thought. Heinemann, April 1997. - on teaching reading comprehension

Kochhar, A. & West, L. Handbook for Successful Inclusion. Aspen Publishers, 1996.

Judith Loseff Lavin. Special Kids Need Special Parents: A Resource for Parents: Berkeley Publishing Group, 2001.

Janet Lerner. Learning Disabilities — see LD online

_____________. Learning Disabilities: Theories, Diagnosis, and Teaching Strategies, January 2000.

Melvin D. Levine. All Kinds of Minds: A Young Student's Book About Learning Abilities and Learning Disorders. Educ. Pub. Service, 1992.

Levine, Levine, Jennings. Keeping Ahead in School: Educ. Pub Service, 1991.

Marzano, Robert, Pikering, Deborah, and McTighe, Jay. Assessing Student Outcomes. (ACSD) Association for Supervision and Curricular Development, 1993. — good rubrics.

McCarney, Stephen B. & Cummins, Kathy. The Profound Intervention Manual. Hawthorne Education. Services, 1993.

Ellen McGinner. Arnold P. Goldstein. Skill Streaming the Adolescent (1997), Skill Streaming in Early Childhood (1990) Research Press. Second Step: Committee for Children Seattle.

Mooney, Jonathan and David Cole. Learning Outside the Lines : Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution. August 2000)

Schultz, Armin R. Supporting Intermediate & Secondary Readers. California Reading Association, 1998.

Taylor, John. Helping Your Hyereactive Child: From Effective Treatments & Developing Discipline and Self-Esteem to Helping Your Family Adjust. Rocklin, CA: Prima Publisher, 1990

Wong, B.V. The ABC's of Learning Disabilities. Academic Press, 1998.

Wong, Harry K. & Rosemary Wong. The First Days of School. Harry K. Wong Pub. 1998.

Websites

http://www.add.org/content/books/web.htm - A.D.D. on the web — general sites

http://www.usnews.com/usnews/edu/college/gpacalc/gpacalc.html - GPA calculator

http://www.add.org/gp98.htm - Guiding Principles for the Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder presented by The Attention Deficit Disorder Association (ADDA)

http://www.add.org/content/research/causes.htm - possible causes of ADD

http://www.add.org/content/stories1.htm - personal stories about ADD

http://www.add.org/content/abc1.htm - the ABC's of ADD

http://chadd.org - an organization for children and adults with Attention-Deficit / Hyperactivity Disorder, also publishes Attention Magazine

http://www.nea.org - teacher's ideas, list serv

http://home.nea.org/books - link: free books online — IDEA survival guide

http://seriweb.com - (SPED Resources on the Internet)

http://www.schwablearning.org

http://www.harvard.edu - School of Education

http://www.cde.ca.gov - composite of CA SPED laws (click on special, alt., + cont. ed.; click on SPED division, click SPED programs, a composite of laws, then insert sec. #)

http://www.PAI-CA.ORG - publication #16: SPED

http://www.aamr.org - American Association of the Mentally Retarded

http://www.calteach.com

http://www.thearch.org

http://www.ed.gov/ocr.504faq.html - Office of Civil Rights

http://ldonline.org

http://www.aacap.org/web/aacap

http://www.autocom.org - autism

http://www.dralegal.org/cases

http://www.aascend.org

http://www.chadd.org

http://www.add.org