Current through Register Vol. 33, No. 7, April 5, 2022
living skills" means the development in several skill areas such as
(1) living skills: eating, dressing, and toileting;
(2) independence/safety skills: avoiding dangerous situations; and
(3) environmental adaptation skills: adapting behavior as a
function of the limitations or demands of the particular environment. Adaptive
behavior means the effectiveness or degree with which the child meets the
standards of personal independence and social responsibility expected of
comparable age and cultural groups.
"Alternative means of
communication" means other forms of communication, particularly
non-vocal; such as the use of sign language with and without speech;
communication boards; or other technological aids such as computers and speech
"Anti-bias" means actively confronting, transcending, and
eliminating personal and institutional barriers based on race, ethnicity,
language, gender sexual orientation, or ability.
"At risk" means the following
as it applies to children birth to two years of age: A biological or medical
risk is the presence of early medical conditions, which are known to produce
developmental delays in some children. An environmental risk is the presence of
physical, social, or economic factors in the environment, which pose a
substantial threat to development as indicated by a discrepancy between
chronological age, after correction for prematurity, and developmental age in
two or more areas of development as documented by the evaluation process. A
determination of environmental risk shall be made by an interagency team and
shall not be based upon behavior related to cultural or language
abilities" means any young child with an identified disability,
developmental delay, or who may be "at risk" for learning challenges, as well
as children who may be challenged as second language learners, or with
cognitive, social/emotional, motor, language, or mental health/well-being
"Inclusion/inclusive" is a philosophically based approach to
providing accessibility and participation in typical early childhood settings
for children with diverse abilities.
"Inclusive practices" are
those strategies, which educators, administrators, and families implement to
ensure accessibility and full participation of children with diverse abilities
in all activities.
"Individual education program" (IEP) means a plan that describes
the delivery of services to a child with a disability, age three to 21. The
plan serves as a communication vehicle between parents and school personnel and
enables them, as equal participants, to decide jointly what the child's needs
are, what services will be provided to meet those needs, what the anticipated
outcomes may be, and how the child's progress towards meeting the projected
outcomes will be evaluated.
"Individualized family service plan" (IFSP) means a plan that
describes the delivery of services to a child with a developmental delay or at
risk for a developmental delay, birth to two years of age, and the child's
family. Components of the plan include a statement describing the child's level
of functioning in developmental areas; major outcomes including criteria,
procedures, and timelines to determine the degree of progress and revision of
the plan; specific services needed to achieve outcomes, other services needed
by the child and family, name of service coordinator, a transition plan, and an
optional statement of family concerns, priorities and resources.
"Integrated curriculum" means
an approach to curriculum that recognizes that content areas in instruction are
naturally interrelated, as they are in real life experiences. In the resulting
integrated curriculum, learning is regarded as a process rather than a
collection of facts. Learning about math, science, social studies, health, and
other content areas are all connected through meaningful activities.
means various techniques utilized in teaching a child a particular skill such
as physical or verbal prompts and cues, visual aids, modeling, imitation,
repetition, task analysis, environmental or stimulus prompts and cues. These
strategies are attempts to facilitate learning when the presentation of
information or the arrangement of an environment is insufficient in assisting
the developmental learning process. The proper design of intervention
strategies requires careful observation, individualization, and data keeping.
The goal of this approach is to systematically fade the particular technique
utilized as the child demonstrates abilities to practice, initiate, and
generalize the skill.
"Least restrictive environment" is that environment which all
children are most generally found in a public education setting (i.e., general
education classroom). Children with identified disabilities are to have access
to the general education curriculum and have the opportunity to participate
fully with their peers without disabilities to the maximum extent possible.
Supports may be necessary for the "least restrictive environment" to be most
across cultures/cultural diversity" means the curriculum, environment,
and learning materials are reflective of distinct groups that may differ from
one another physically, socially, and culturally.
"A highly qualified beginning early
, under this rule, means a teacher who is fully
qualified for teaching children from age three to grade 3, who is new to the
profession, who has pursued a standard route to licensure, and who:
meets the requirements for early
childhood pre K - grade 3 licensure in Subsections A or B of
(2) has no licensure
requirements waived on an emergency or temporary basis, or for any other
has passed all
applicable teacher-testing requirements for licensure in