Section 226.75  Definitions

Assistive Technology Device:  See 34 CFR 300.5.

Behavioral Intervention:  An intervention based on the methods and empirical findings of behavioral science and designed to influence a child's actions or behaviors positively.

Case Study Evaluation:  See "Evaluation".

Day; Business Day; School Day:  See 34 CFR 300.11.

Developmental Delay:  See 34 CFR 300.8 and 300.111(b).  Delay in physical development, cognitive development, communication development, social or emotional development, or adaptive development (may include children from three through nine years of age).

Disability:  IDEA identifies 13 disabilities as the basis for students' eligibility for special education and related services.  These disabilities (autism, deaf-blindness, deafness, emotional disability, hearing impairment, cognitive disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment) shall be defined as set forth in 34 CFR 300.8(c).  In addition, for purposes of this Part, "autism" shall include, but not be limited to, any Autism Spectrum Disorder that adversely affects a child's educational performance.

Domain:  An aspect of a child's functioning or performance that must be considered in the course of designing an evaluation.  The domains are health, vision, hearing, social and emotional status, general intelligence, academic performance, communication status, and motor abilities.

Equipment (a programmatic definition, not intended to coincide with the definition of "equipment" given in the Program Accounting Manual at 23 Ill. Adm. Code 110.120): See 34 CFR 300.14.

Evaluation:  See 34 CFR 300.15.

Extended School Year Services:  See 34 CFR 300.106(b).

Functional Behavioral Assessment:  An assessment process for gathering information regarding the target behavior, its antecedents and consequences, controlling variables, the student's strengths, and the communicative and functional intent of the behavior, for use in developing behavioral interventions.

General Curriculum:  The curriculum adopted and/or used by a local school district or by the schools within a district for nondisabled students; the content of the program, as opposed to the setting in which it is offered.

IEP Team:  See 34 CFR 300.23.

Independent Educational Evaluation:  See 34 CFR 300.502(a)(3)(i).

Individualized Education Program or IEP:  See 34 CFR 300.22.  An IEP shall be considered "linguistically and culturally appropriate" if it addresses the language and communication needs of a student as a foundation for learning, as well as any cultural factors that may affect the student's education.

Individualized Family Service Plan or IFSP:  See 34 CFR 300.24.

Least Restrictive Environment (LRE):  See 34 CFR 300.114.

Limited English Proficient:  See 34 CFR 300.27.

Native Language:  See 34 CFR 300.29.

Parent:  See 34 CFR 300.30.

Personally Identifiable (with reference to information):  See 34 CFR 300.32.

Qualified Bilingual Specialist:  An individual who holds the qualifications described in Section 226.800(f) of this Part.

Qualified Personnel:  Staff members or other individuals who hold the certificate, license, registration, or credential that is required for the performance of a particular task.

Qualified Specialist:  An individual who holds the applicable qualifications described in Subpart I of this Part.

Related Services:  See 34 CFR 300.34.

Special Education:  See 34 CFR 300.39.

Student Record:  See Section 2 of the Illinois School Student Records Act [105 ILCS 10/2].

Supplementary Aids and Services:  See 34 CFR 300.42.

Transition Services:  See 34 CFR 300.43.

(Source:  Amended at 31 Ill. Reg. 9915, effective June 28, 2007)