Generalization of skills refers to the extent to which a student successfully and effectively applies a skill outside the setting in which it was learned. This term usually refers to the ability to demonstrate skills with different people, across different situations, settings, and time.

Generalization procedures are those procedures used to ensure that learned responses or skills can be used broadly. The goal of generalization procedures is to promote the generalization of skills.

Gross motor functions are those which require large muscle movements. For example, walking or jumping would require gross motor movement. Gross motor development usually follows a pattern. Generally large muscles develop before smaller ones; thus, gross motor development is the foundation for developing skills in other areas, such as, fine motor skills. Development also generally moves from top to bottom. The first thing a baby usually learns to control is its eyes.

Group developmental intervention or Developmental toddler groups refer to Early Intervention services delivered to a group of eligible children at an Early Intervention site or community-based setting. These groups may be large or small and may include children without disabilities. The goal of these groups is to provide multifaceted learning experiences and opportunities adapted to the special needs of the children in the group. Attendance can be up to five, two and a half hour sessions.

Hearing impairment refers to permanent or fluctuating impairment in hearing that adversely affects educational performance.

Hearing loss refers to any reduction in a person's ability to detect sound.

Incidental teaching involves the structuring and sequencing of educational objectives so that they occur within ongoing, typical activities. Incidental teaching takes advantage of a student's interests and motivation.

Inclusion refers to the practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes.

Individuals with Disabilities Education Act or IDEA refers to the United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to 21 years of age.

Independent Educational Evaluation or IEE means that a parent has the right to obtain an "outside evaluation" such as a procedure, test or assessment done by a qualified personnel who does not work for the school district or other public agency responsible for the child's education. This evaluation can be at public expense if the parent disagrees with the evaluation obtained by the school.

Individualized Educational Plan or IEP refers to the document developed at an IEP meeting which sets the standard by which subsequent special education services are usually determined appropriate. It is a written statement, developed, reviewed, and revised, that includes the components to be provided and the annual goals to meet the unique educational needs of a student with a disability.

Individualized Educational Program Meeting or IEP meeting refers to a gathering required, at least annually by the Committee on Pre-school Special Education (for students 2.9 to 5 years old) or Committee on Special Education (for students 5 to 21 years old), under the Individuals with Disabilities Education Act or IDEA in which an Individualized Educational Plan or IEP is developed for a student, where appropriate, in need of, or receiving, special education.

Individual Family Service Plan or IFSP is the document which outlines the services to be delivered to families of infants and toddlers under the age of 3 years, with disabilities, who are eligible to receive special services through the Early Intervention Program. The IFSP must be based on the child's evaluations and assessments and describe who will be providing services, where they will be provided, how often, and for how long. A Service Coordinator is responsible for development and coordination of the IFSP services.

Individuals with Disabilities Education Act or IDEA refers to the United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to 21 years of age.

Individualized Family Service Plan or IFSP meeting refers to a gathering where the IFSP is developed jointly by the family and appropriate qualified personnel involved in the provision of Early Intervention Services. The IFSP will be reviewed every six months, or sooner if you request it, to evaluate your child's progress and continued need for services. You will be given a copy of your IFSP each time that it is written or changed by you and your team.

Infants and toddlers refer to children not yet three years of age.

Language development is the process by which children come to understand and communicate language during early childhood. Language refers to the exchanging of ideas from one person to another. Language can be conveyed through written and verbal expression. Some nonverbal means of communication could be through art, facial expression, eye contact, body language, and vocalizations.

Language disorder refers to impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by a language learning disability or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.

Learned response refers to that which has been taught. The response may be learned through intentional teaching, or may be learned through interaction with the environment.

Learning Disability or LD refers to a neurobiological disorder that affects the way an individual receives, processes, or expresses information and impairs his or her ability to read, write, or do math.

Least Restrictive Environment or LRE means that, whenever possible, special education services must be provided in a general education setting rather than in separate classes or schools. The educational environment must provide the special education student with the special education and related services needed, to the maximum extent appropriate, with other students who do not have disabilities. Also, these services must be provided as close as possible to the student's home.

Legal guardian refers to any person who can make legal decisions for a minor child.

Literacy Specialists work closely with students to help them work toward achieving reading skills that match their current grade level. Literacy specialists, sometimes called reading specialists, strive to increase the reading capabilities of all students through individualized and school-wide reading programs. By using literacy materials and resources, a diverse set of strategies and methods, and ongoing collaboration with classroom teachers, parents and administrators, literacy specialists support learning to read and comprehend meaning from printed words. Literacy specialists may conduct assessments, create individualized reading plans to match student ability and/or learning style, consult with parents and teachers to recommend at-home strategies for reading skill improvement, and may coordinate school-wide reading intervention and literacy programs.

Management involves using the information obtained from an assessment to plan, organize, access, implement, and direct efforts for the purpose of accomplishing a goal.

Modification of services refers to the alteration, change, or adjustment of special education services.

Motor planning requires that, when presented with a given a task, an individual demonstrates the ability to develop an idea, organize, and utilize the materials needed, and then sequence the steps necessary to complete the task. Individuals who exhibit poor motor planning may seem accident prone. They often struggle to master new skills because they have difficulty sequencing the steps needed to move and perform effectively.

Motor skills refer to a learned series of movements that combine to produce a smooth, efficient action. Both fine motor and gross motor skills are involved in purposeful movement.

Multidisciplinary means the involvement of two or more qualified personnel from different areas of training for the purposes of providing services. These services may include evaluation, assessment, and planning.

Multidisciplinary team refers to a group of qualified personnel who work together to develop and review a child's educational or service plan.

Multifaceted approach refers to placing emphasis on the collaboration between the educational, therapeutic, and administrative staff, and family and community to specifically address the unique needs of each child. This includes and considers all aspects of that child, when planning for and delivering educational and therapeutic intervention services.