Acronyms for Education - swced.orgBASIS Basic Adult Skills Inventory System ... DSM Diagnostic and Statistical Manual ... SSD social security disability · 2016-7-18

Acronyms for Education

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A AAD adaptive assistive devices ABA applied behavior analysis ABD antisocial behavior disorders ACT American College Testing AD attachment disorder ADA Americans with Disabilities Act; average daily attendance ADD attention deficit disorder ADHD attention deficit with hyperactivity disorder ADL activities of daily living AEA acquired epileptiform aphasia (Landau-Kleffner syndrome) AEP alternative education placement AFS adult and family services AG annual goal AHSD adult high school diploma AI auditory impaired AIDS acquired immune deficiency syndrome AMD alternative mobility device AP advanced placement APD antisocial personality disorder; auditory processing disorder APE adaptive physical education ARD admission, review, and dismissal [committee] ASD autism spectrum disorder ASDO alternative service delivery options ASL American Sign Language AT assistive technology ATC area technical center; alternative teacher certification ATCP alternative teacher certification program AU autism AVTI area vocational technical institute

AYP annual yearly progress

B BASIS Basic Adult Skills Inventory System BD behaviorally disordered; behavior disorders; brain damaged BI brain injury BIA Brain Injury Association; Bureau of Indian Affairs BIL bilingual BIP behavior intervention plan C CA chronological age CAI computer-assisted instruction CAP central auditory processing CAPD central auditory processing disorders; see also APD (auditory processing disorder) CBA curriculum based assessment CBM curriculum based measurement CD communication development; conduct disorder

CHAP child health assurance program CHI closed head injury CMHP community mental health program CNS central nervous system COTA certified occupational therapist assistant CP cerebral palsy D D&E diagnosis and evaluation DAP developmentally appropriate practices DAS developmental apraxia of speech DB; DBL deaf-blind DCD developmental coordination disorder D deaf DD developmental disabilities; developmentally delayed DHHAP deaf and hard of hearing access program DHR Department of Human Resources DI direct instruction DNR do not resuscitate DOE Department of Education DON determination of need DREDF Disability Rights Education and Defense Fund DSM Diagnostic and Statistical Manual (for Mental Disorders) E EBD emotional and behavioral disorders EC early childhood; exceptional child[ren] ECE early childhood education ECI early childhood intervention ED emotionally disturbed; emotional disorders; US Department of Education EHA Education for All Handicapped Children Act (since 1990, known as the Individuals with

Disabilities Education Act [IDEA]) EI early intervention EI/ECSE early intervention/early childhood special education ELL English language learner EMDR eye movement desensitization and reprocessing EPSDT early periodic screening diagnosis and treatment program ERC education resource center ERIC Educational Resources Information Center ESA education service agency ESC education service center ESE exceptional student education ESEA Elementary and Secondary Education Act ETP effective teaching practices ESY extended school year F FAIP functional assessment and intervention program FAPE free appropriate public education FAST functional academic skills test FBA functional behavior assessment FC facilitated communication; foster care FERPA Family Educational Rights to Privacy Act (aka the Buckley Amendment) FSD flexible service delivery model FTE full-time equivalent FY fiscal year

G GAPS guardianship, advocacy, and protective services GT gifted and talented H HI health impaired; hearing impaired HOH hard of hearing HOTS higher-order thinking skills HS head start; high school HSC high school completion I IDEA Individuals with Disabilities Education Act IED intermittent explosive disorder IEE independent education evaluation IEP individualized education program IFSP individualized family service plan ID intellectual disabilities IQ intelligence quotient ISP individualized service plan ISS in school suspension ITP individualized transition plan (similar to IEP) J JDRP joint dissemination review panel JOBS job opportunities and basic skills JTPA Job Training Partnership Act JJAEP juvenile justice alternative education L LA language arts LD learning disabilities; learning disabled LEA local education agency LEP limited English proficient LICC local interagency coordinating council LIFE living in functional environments LPTA licensed physical therapy assistant LRE least restrictive environment LSSP licensed specialist in school psychology M MA mental age MBD minimal brain dysfunction MDT multidisciplinary team; manifest determination team M/ED mental or emotional disturbance MH multiply handicapped MHMR mental health mental retardation MI multiple intelligences N NCLB; NCLBA No Child Left Behind Act NEA National Education Association NICU neonatal intensive care unit NSBA National School Boards Association O O&M orientation and mobility OCD obsessive compulsive disorder OCR Office of Civil Rights ODD oppositional defiant disorder

OH orthopedically handicapped OHI other health impairments OSEP Office of Special Education Programs, US Department of Education OT occupational therapy/therapist OT/PT occupational therapy/physical therapy P P and A protection and advocacy PALS peer-assisted learning system PCD PCP

perceptual communicative disability person-centered plan

PDAS professional development and appraisal system PDD pervasive development disorder PDD-NOS pervasive development disorder—not otherwise specified PECS picture exchange communication system PEIMS public education information management system PIQ performance IQ PLI pragmatic language impairment PLOP PLAAFP

present level of performance present levels of academic and functional performance

PPCD preschool program for children with disabilities PRE-K pre-kindergarten PT physical therapy/therapist PTA physical therapist assistant; post-traumatic amnesia PTSD post-traumatic stress disorder PVS persistent vegetative state; private vocational schools R RAD reactive attachment disorder RCF residential care facility RCH residential care home RDD reading disorder-dyslexia R&D research & development REBT rational emotive behavior therapy REI regular education initiative RFP request for proposal RMT regional management team RRC regional resource centers RSP resource specialist (regional term) R&T research and training RTC residential treatment center RTH residential training home RTI response to intervention RWQC regional workforce quality committee S SAT scholastic aptitude test SBE; SBOE state board of education SB L-M Stanford-Binet, Form L-M (language/memory) SBS schoolwide behavior supports SDE self-directed employment SE special education SEA state education agency; state education association SECC special education child count SECTION 504 a part of the Rehabilitation Act of 1973 making it illegal for any organization receiving

federal funds to discriminate against a person solely on the basis of disability

SED seriously emotionally disturbed SEMS special education management system SENCO special education needs coordinator SERVE secondary education reporting of vocational enrollment SI speech impaired SIB self-injurious behavior SILP semi-independent living program SIP state improvement plan SIS shared information systems SLC structured learning center SLD specific learning disability SLP speech-language pathologist SLPA speech-language pathologist assistant SOL standards of learning SOSCF state offices for services to children and families SPD semantic pragmatic disorder SPED special education SPLD semantic pragmatic language disorder SSA social security act; SSA Social Security Administration SSBD Systematic screening for behavior disorders SSD social security disability SSDI social security disability income SSI statewide systemic initiative; supplemental security income SST student study team; student support team STO short-term objective T TBI traumatic brain injury TDD telecommunication devices for the deaf TESOL teachers of English for speakers of other languages TIP teacher improvement process TLC therapeutic learning center TPP transition planning process TTY teletypewriter (phone system for deaf individuals—see TDD) V VAC vocational adjustment counselor; vocational adjustment class VI visually impaired VRD vocational rehabilitation division W WAC work activity center WISC-R Weschler Intelligence Scale for Children-Revised WISC-III Weschler Intelligence Scale for Children-Third Edition WOD written output disorder WRAP wraparound program  

1517.1 Requirements for Auxiliary Aids and Services CPS December 2007

Auxiliary aids and services are those devices or services that facilitate communication and access to services. CPS staff must furnish auxiliary aids or services as necessary to ensure effective communication for clients with hearing, vision, or speech disabilities who are being served or investigated.

CPS staff must ensure that communications with clients who have communication disabilities are as effective as communications with other clients, and that clients understand all significant CPS actions as fully as possible at each stage of service.

When emergency action must be taken to protect a child, CPS staff must provide auxiliary aids or services at the earliest possible opportunity to ensure that the client with a communication disability understands as fully as possible all actions taken by CPS.

Exception

When emergency circumstances require immediate action to protect a child from harm or risk of harm, CPS staff must not hesitate to protect the child while attempting to communicate with clients who have hearing, vision, or speech disabilities.

Efforts to provide the preferred method of communication must not delay or interfere with any actions necessary to protect a child from harm or risk of harm, or to comply with legal requirements.

Definition of Clients

Clients include children, biological parents, foster caregivers, adoptive parents, or other persons deemed responsible for the care, custody, or welfare of the child.

Which Auxiliary Aid or Service to Use

In determining which auxiliary aid or service to use, CPS staff must use the type and method of communication that is preferred or requested by the client, unless another equally effective means of communication is available.

Clients With Vision Disabilities

For clients with vision disabilities, examples of the types of aids or services that should be provided include, but are not limited to, the following: • Readers • Audio tapes • Braille • Large print

Clients Who Are Deaf or Hard of Hearing

For clients who are deaf or hard of hearing, examples of the types of aids or services that should be provided include, but are not limited to, the following: • Sign language interpreters • Note takers • Transcription services • Written or printed materials • Telephone handset amplifiers • Assistive listening devices

Clients With Speech Disabilities For clients with speech disabilities, examples of the types of aids or services that should be provided include, but are not limited to, the following: • Speech-to-Speech Relay • Text-to-Voice Software

1517.2 Sign Language Interpreter Requirements During CPS Interventions

CPS December 2007

Prohibition Against Using Family Members, Friends, or Child Victims as Sign Language Interpreters

CPS does not use family members or friends to interpret, sign, or read for clients with a disability, except at the client’s specific request, and then only when ADA requirements are being satisfied.

Child victims may not be used as interpreters except for brief interaction to ascertain the client’s request and arrange requested interpreter services.

Victims, their family members, or friends rarely meet the impartiality requirements of a qualified interpreter as defined by the ADA.

Obtaining Qualified Interpreters

The ADA defines a qualified interpreter as one who is “able to interpret effectively, accurately, and impartially, both receptively and expressively, using any necessary specialized vocabulary.”

When possible, CPS staff arranges to use an interpreter at the highest appropriate level available certified by: • the Board for Evaluation of Interpreters (BEI); or • the Registry of Interpreters for the Deaf (RID).

BEI recommends that CPS provide clients who are deaf or hard of hearing with interpreters certified at Level III, IV, or V. Using one of the recommended levels of interpreter services helps to ensure that the ADA definition of a qualified interpreter is met.

CPS staff may contact one of the DHHS program specialists listed on the DHHS Specialists page of the DARS Web site to request a referral to appropriately certified interpreters. When a client requests an interpreter or other auxiliary aid or service, CPS staff must document the request clearly and conspicuously in IMPACT and the client’s case record and include the need in any service plan throughout the life of the case.

Instances requiring interpreter services include, but are not limited to the following: • Interviews • Supervised visitation

• Permanent Planning Team meetings and other staffings • Family Group Conferences • Trainings and meetings involving adults who are deaf and

are interested in becoming foster parents

Certified Interpreters Required for Court Hearings Courts are required to provide interpreter services for persons who are deaf or hard of hearing during court hearings and other court proceedings.

The interpreter must hold: • a Court Interpreter Certification (CIC) from BEI; or • RID’s Specialty Certificate: Legal (SC:L).

Texas Government Code, Chapter 57

Contact information for current holders of the CIC is located on the BEI Interpreter Search page of the DARS Web site.

Prompting the Court to Provide an Interpreter

Although the requirement to provide an interpreter applies to the court and not to CPS, if the court has not indicated plans to provide an interpreter with the required certification CPS must request that the district attorney’s office notify the court of the requirement.

Does Social Networking Impair Sign Language Interpreter Ethics?

WING BUTLER

FEBRUARY 8, 2012

BUSINESS & TECHNOLOGY, ETHICS & EDUCATION

56 REPLIES

The distance between our physical world and the virtual world of social media often invites

behavior one would never project in real life. This virtual world introduces a whole new context

of social norms and acceptable personal expression. Unfortunately, it appears in many cases that

sign language interpreters appear to lack an awareness of the impact of social networking

expression on their careers. What’s more, when you combine this lack of awareness with the

view that the right to self-expression precedes all obligations, the result is an ethical distortion

that undermines the sanctity of the relationship interpreters have with the D/deaf community.

The Ethical Distortion of Social Media

A large part of a sign language interpreter’s skillset is a keen situational awareness that is guided

by ethical standards intended to protect consumers, the integrity of the profession, and allow the

interpreting process to flow unobstructed.

This professional skillset blends with our personal image and influences how we conduct

ourselves publically, even off the clock. Because we identify so strongly with the tangibility of

our physical space, what we call “real life,” the consequences of our behavior and personal

expression are easy to identify. As a result, we are more easily able to avoid potential conflict.

Unfortunately, the cognitive distance between our physical world and the virtual world combined

with this lack of awareness of the impact of social networking expression creates an illusion that

impairs a sign language interpreter’s situational awareness. This impairment leads to a distorted

view and understanding of what is ethically acceptable online. Sadly, the result is a large number

of interpreters who are unaware that some of their social networking activity is a breach of their

professional ethics.

The 4 Symptoms of Distortion

Because online communication mirrors our real world experience, identifying the 4 primary

symptoms of a social networking induced distortion offers clarity on potential ethical missteps.

The following content is being used to exemplify the symptoms of ethical distortion and to elicit

our reaction to them within the framework of our ethical obligations as sign language

interpreters.

Symptom 1: The interpreter prioritizes the right of online self-expression above ethical

responsibilities.

Symptom 2: The interpreter believes their social media page is an intimate private space.

Symptom 3: The interpreter assumes that only close friends, familiar with their personal

circumstances, view them online. Notwithstanding the regular practice of “Googling” someone

to obtain a character reference.

Symptom 4:

The Interpreter views digital content as temporary. They fail to understand that digital content,

particularly images, will remain forever.

When

interpreters telegraph opposing political opinions, an emotional disposition, or intimate windows

into their personal life, it may lead to reasons for incompatibility with the consumer, and thus the

assignment. You may have noticed in the comment section of Brandon Arthur’s post, How do

Sign Language Interpreters Increase Opportunity in a Weak Economy?, Lucky expresses concern

about the social networking activities of sign language interpreters.

This illusion induced ethical impairment is, and will be, responsible for an increasing amount of

professional suicides among members of the sign language interpreting profession.

How Do We Intervene?

The premise of the Code of Professional Conduct (CPC) by the Registry of Interpreters for the

Deaf (RID) was crafted to offer professional interpreters a behavioral compass of sorts. Clearly,

the authors of this compass weren’t considering the impacts of social media when it was drafted.

Having said that, in my view, any attempt to use the CPC as currently written to gauge the

ethical boundaries of the intersection of social networking expression and sign language

interpreter ethics will likely leave you scratching your head.

To answer the invite inconspicuously stated in the CPC, “This Code of Professional Conduct is a

working document that is expected to change over time … [RID] members are encouraged to

recommend changes for future updates.” Perhaps, we should consider adding an 8th tenet to the

CPC to specifically address the ethical behavior displayed by sign language interpreters as a

result of the proliferation of social media.

While this proposed addition to the CPC is not perfect, your feed is welcome and encouraged

Note, the proposed tenet below is modeled after the American Medical Association’s Policy on

social media.

Tenet 8: Interpreters Conduct Themselves Professionally Online

The Internet has created the ability for sign language interpreters and the sign language

community to communicate and share information quickly and with millions of people easily.

Participating in social networking and other similar Internet opportunities can support

interpreter’s personal expression, enable individual interpreters to have a professional presence

online, foster collegiality and camaraderie within the profession, provide opportunity to widely

disseminate industry related information and community-centric messages and other valuable

communication. Social networks, blogs, and other forms of communication online also pose new

challenges to the relationship between interpreters and their consumers. Interpreters should

weigh a number of considerations when maintaining a presence online:

8.1 Interpreters should be cognizant of the standards of consumer privacy and confidentiality that

must be maintained in all environments, including online, and must refrain from posting

identifiable assignment information online.

8.2 When using the Internet for social networking, interpreters should use privacy settings to

safeguard personal information and content to the extent possible, but should realize that privacy

settings are not absolute and that once on the Internet, content is likely there permanently. Thus,

interpreters should routinely monitor their own Internet presence to ensure that their personal and

professional information on their own sites and, to the extent possible, content posted about them

by others, is accurate and appropriate.

8.3 If they interact with the D/deaf community on the Internet, interpreters must appropriately

maintain the boundaries of the interpreter-consumer relationship in accordance with ethical

guidelines within the CPC, just as they would in any other context.

8.4 To maintain appropriate professional boundaries interpreters should consider separating

personal and professional content online.

8.5 When interpreters see content posted by colleagues that appear unprofessional they have a

responsibility to bring that content to the attention of the individual, so that he or she can remove

it and/or take other appropriate action. If the behavior significantly violates professional norms

and ethical standards and the individual does not take appropriate action to resolve the situation,

the interpreter should refer to the EPS (Ethical Practices System) to file a complaint.

8.6 Interpreters must recognize that actions and content posted online may negatively affect their

reputations among consumers and colleagues, may have negative consequences for their

interpreting careers, and can undermine the public trust in the sign language interpreting

profession.

8.7 Interpreters must recognize that the sign language community is a highly compact

demography with significant bias to overcome. Therefore greater responsibility and sensitivity

on the interpreter’s impact to community culture and consumers is necessary.

Again, feel free to share feedback on Tenet 8 above.

Pause Before You Post

As we wait on the time needed to see industry practices evolve to address current working

realities, consider what follows as a guide for staying in bounds when you express yourself

online.

First, try the “elevator test.” You can do this by simply imagining that if you verbalized your

post in a crowded elevator would it be considered unprofessional or call your ethics into

question?

Second, make sure you can answer yes to the following questions:

1) I have removed identifying assignment information from my post?

2) Are my privacy settings on?

3) Have I considered the professional and ethical impact of this post?

4) Am I following the same ethical rules I would in the “real world?”

Personal Accountability

With the quickening dog years of technology, and the increasing convergence of our on-and-

offline lives, it is imperative that sign language interpreters are armed with modern day tools and

know-how and guidance. We need to work to ensure these tools are present in order to raise the

bar in our online behavior and deepen the credibility of the industry.

Because professional ethics are the bedrock of the sign language interpreting profession, we

should be asking ourselves what actions can be taken to reinforce the ethical position of sign

language interpreters.

What can you do?

- See more at: http://www.streetleverage.com/2012/02/does-social-networking-impair-sign-language-interpreter-ethics/#sthash.qMUp1YHc.dpuf