Accommodation: In Lesson 1, accommodation refers to flexibility in instruction, practice, or assessment that maintains the same content and same criteria for students who require accommodations as that which is required for typical students; as in some students may silently read the novel and respond to corresponding analysis and synthesis questions, while a student who requires an accommodation may listen to the novel on tape and respond to corresponding analysis and synthesis questions; note the essential nature of accommodations are made in light of student needs for an accommodation matched to the outcome matched to the instruction. In Lesson 2, accommodation refers to the same content and same difficulty level of content as for other students, but there are input and/or output considerations such as reading aloud, dictation, etc. that a particular student with a disability may require

Adaptation: In Lesson 1, adaptation refers to flexibility in instruction, practice, or assessment that maintains the same content yet has minor changes in criteria for students who require adaptations as that which is required for typical students; as in some students may silently read the novel and respond to corresponding analysis and synthesis questions, while a student who requires an adaptation may listen to the novel on tape and respond to fewer or less difficult questions; similarly, a student who responds to more difficult questions than the rest of the class may also be receiving an adaptation, as a case in which a student labeled gifted and talented reads two novels and answers corresponding analysis and synthesis questions for each novel; note the essential nature of adaptations are made in light of student needs for an adaptation matched to the outcome matched to the instruction. In Lesson 2, adaptation refers to the same content and a minor change in difficulty level as for other students, as in when other students memorize 15 definitions and a student who requires an adaptation is required to master 8 definitions.

Content: Used throughout this module to depict the overall curriculum or course that teachers are teaching; content includes the skills, knowledge, and processes that students need in order to be successful within the curriculum

Curriculum-based measurement: Frequent samples of student performance related to curriculum outcomes that occur throughout a unit; usually brief in duration (i.e., 1-3 minute samples) so that CBMs can occur more frequently; usually results in a numerical indicator that can be graphed to provide the student and teacher with a visual representation of student progress

Error analysis: The process of examining student work or performance to determine patterns of errors so that it is evident what type of information or skills the student is doing well in, and what areas the student is making mistakes in

Formative assessments: Ungraded assessment techniques used in a class; formative assessments inform the teacher and the student about how well the student is progressing toward the course outcomes

Functional life skills curriculum: A curriculum that focuses on daily living, social, and work skills necessary to achieve the greatest amount of independence that an individual is capable of achieving; typically, this type of curriculum is developed for individuals with moderate to severe disabilities who may be working on self-help, self-care, leisure, and basic vocational employment skills

Individualized Education Program (IEP): A written plan for a student who is eligible for a disability category as noted by criteria in IDEA ’97; this plan details annual goals, short-term objectives or benchmarks, accommodations, supplementary aids and services, amount of time in general education, and how the student will be provided access to general education curriculum

Mnemonic: Systematic procedures for enhancing memory by linking something new or unfamiliar to a cue term, word, sound, or phrase.

Outcome: Used throughout this module to mean the endpoint or end goal for what students are learning; may be a synonym in some literature, research, and school systems for "standard" or "competency" or "objective" or "benchmark;" the outcome, for example, is the endpoint of learning that teachers are moving toward, as in the unit outcome, course outcome; answers the question "what do you want students to know and be able to do by the end of this unit or course?"

Portfolio assessment: Student work that is placed in a folder, or portfolio, to depict student progress and achievement with course content; portfolio work may consist of work in progress or work at its endpoint (i.e., the final project)

Section 504 plan: A written plan for a student who is eligible for a disability as noted by criteria in the Rehabilitation Act of 1973; this plan details accommodations

Summative assessments: Graded assignments, projects, quizzes, or tests in a class that are typically scored to derive a course grade

Supplementary aids and services listed on an IEP: Instructional techniques (e.g., explicit instruction, multisensory techniques), physical dimensions (e.g., seating), and behavioral techniques (e.g., token economies, individualized learning contracts) that can be used to minimize a student’s disability such that he/she can be successful