NACC - M14 - Terms

Respectful language that places the person before the disability. Example: Saying "a child with a disability" instead of defining the child only by the disability.

Educating and supporting children with disabilities alongside children without disabilities whenever appropriate. Example: A child with a disability participates in the same preschool classroom activities as other children.

Services and supports provided to infants and young children who have disabilities, developmental delays, or are at risk for delays. Example: A speech-language pathologist helps a toddler develop communication skills.

Everyday settings where children and families normally participate. Example: Providing intervention during playtime at home or in a child-care program.

The educational setting that allows children with disabilities to learn with children without disabilities as much as appropriate. Example: A preschool child receives additional support while participating in a regular classroom.

The legal right of eligible children with disabilities to receive appropriate public education and necessary services without cost to their families. Example: A public school provides special education services identified in a child's IEP.

A written educational plan describing a child's current performance, goals, services, supports, and methods for evaluating progress. Example: An IEP includes an annual communication goal and speech-language services.

A written plan for infants and toddlers receiving early intervention that addresses the child's development and the family's priorities and needs. Example: An IFSP includes strategies for helping parents support their toddler's communication during everyday routines.

An approach that recognizes the family as an essential partner in planning, decision-making, and intervention. Example: Professionals work with parents to select intervention goals that are important to the family.

Educational or intervention practices supported by high-quality research showing positive outcomes. Example: An educator chooses a teaching strategy because multiple research studies have demonstrated its effectiveness.

Teaching children important skills during regular daily routines and activities. Example: Teaching communication skills during snack time instead of only during a separate therapy session.

A system that provides increasing levels of support based on a child's needs and response to instruction. Example: A child who does not progress with regular classroom instruction receives targeted small-group intervention.

Designing instruction from the beginning so children with different abilities and learning styles can participate successfully. Example: A teacher presents information through pictures, spoken explanations, books, and hands-on materials.

Teaching that considers children's age and development, individual characteristics, and family and cultural backgrounds. Example: An educator modifies a classroom activity according to a child's developmental abilities and interests.

Services and teaching practices that respect and respond to families' cultures, languages, beliefs, and values. Example: An educator learns about a family's cultural practices before developing intervention strategies.

A respectful and collaborative relationship in which families and professionals work together to support a child. Example: Parents and educators meet regularly to discuss the child's progress and make decisions together.

The idea that family members are connected and that changes affecting one family member can affect the entire family. Example: A child's need for frequent therapy appointments may change the schedules and responsibilities of the whole family.

An approach that respects family priorities, strengths, choices, and participation in decisions. Example: A professional asks parents which skills are most important for their child to develop.

Providing understanding, empathy, encouragement, and assistance to families experiencing difficult emotions or situations. Example: An educator listens carefully when a parent discusses concerns about their child's development.

Giving full attention to another person and showing that you understand their thoughts and feelings. Example: A professional listens without interrupting and summarizes the parent's concerns to confirm understanding.

Helping families develop the confidence, knowledge, and skills needed to make decisions and advocate for their children. Example: A professional explains available services so parents can make informed decisions.

The active participation of families in their child's education, development, and intervention services. Example: Parents help identify educational goals and practice skills with their child during home routines.

Differences among families in language, beliefs, values, traditions, lifestyles, and cultural backgrounds. Example: Families may have different beliefs about independence, discipline, disability, and professional services.

Working with families in ways that respect and respond to their cultural beliefs, languages, values, and traditions. Example: An educator learns about a family's child-rearing practices before recommending intervention strategies.

A qualified person who helps people who speak different languages communicate accurately. Example: An interpreter helps parents understand information discussed during an educational meeting.

The abilities, resources, relationships, and positive qualities that help families manage challenges. Example: A supportive extended family may help parents care for a child with additional needs.

Speaking up for a person's rights, needs, services, or opportunities. Example: Parents advocate for appropriate educational supports for their child.

Protecting private information about children and families. Example: An educator does not discuss a child's disability with people who are not authorized to receive the information.

Family members beyond parents and children who may provide emotional, financial, or caregiving support. Example: Grandparents regularly care for a child while the parents are working.

The ability of individuals and families to adapt to challenges and continue functioning positively. Example: A family develops new routines and support systems after learning that their child has a disability.

A written plan that describes early intervention services for infants and toddlers with disabilities or developmental delays and their families. Example: An IFSP may include speech therapy for a two-year-old child and strategies the parents can use during mealtimes.

A written educational plan developed for an eligible child who receives special education services. Example: A preschool child's IEP may include a goal to independently communicate basic needs using words or pictures.

An approach that respects families as important decision-makers and partners in their child's development. Example: Professionals ask parents about their concerns and priorities before developing intervention goals.

Everyday places where children normally live, learn, and play. Example: The home, childcare centre, playground, and community library are natural environments.

Families and professionals working together to make decisions and support the child. Example: Parents, teachers, and a speech-language pathologist work together to develop communication goals.

Meaningful outcomes that improve a child's participation and independence in everyday activities. Example: A child learns to request food during snack time.

Goals written so that progress can be observed and evaluated. Example: The child will independently use a spoon during four out of five meals.

Regularly collecting information to determine whether a child is making progress toward goals and outcomes. Example: An educator records how many times a child independently communicates with peers each week.

The process of collecting information about a child's abilities, development, strengths, and needs. Example: Educators observe a child during play to assess social and communication skills.

Information describing what a child can currently do and the areas where additional support is needed. Example: An IEP states that a child can follow one-step instructions but requires support with two-step instructions.

Support services that help a child benefit from their educational program. Example: Occupational therapy, physical therapy, and speech-language therapy may be related services.

Changes in how a child learns or participates without changing the main learning expectations. Example: Giving a child extra time to complete an activity.

Changes to what a child is expected to learn or accomplish. Example: A child works on recognizing three numbers while classmates work on recognizing ten numbers.

The systematic process of recording information about a child's behaviour, skills, and progress. Example: A teacher records how many times a child independently uses the toilet each day.

Preparing children and families for movement from one program, service, or educational setting to another. Example: The early intervention team works with the family and preschool staff before the child begins preschool.

A framework that identifies what children should learn and provides organized experiences to help children reach learning goals. Example: A preschool curriculum includes learning goals and activities for communication, social, motor, and cognitive development.

Teaching strategies and interventions supported by reliable research showing that they are effective. Example: A teacher uses an instructional strategy that research has shown improves children's communication skills.

Teaching that considers children's age, developmental abilities, individual characteristics, and cultural backgrounds. Example: A teacher modifies a counting activity to match a child's developmental level.

Skills that help children participate successfully and independently in everyday activities. Example: Learning to request help when the child cannot open a food container.

Teaching skills that are useful and meaningful within the child's everyday environments and activities. Example: Teaching a child how to take turns during classroom play because this skill is regularly needed with peers.

An instructional approach that embeds children's learning goals into meaningful, motivating activities. Example: Teaching counting skills while a child distributes cups during snack time.

Teaching and practicing children's learning objectives during regular daily routines. Example: Practicing communication skills during dressing, meals, and cleanup.

Planned opportunities to teach or practice specific skills during naturally occurring classroom activities and routines. Example: A teacher encourages a child to request a toy during free play to practice communication.

A naturally motivating and developmentally appropriate activity that provides opportunities for children to develop skills across multiple developmental areas. Example: Children develop social skills, language, motor abilities, and problem-solving while building together with blocks.

A predictable activity that occurs regularly and provides repeated opportunities for participation and learning. Example: Children follow the same general sequence for washing hands before snack each day.

Providing multiple opportunities for children to practice skills so that learning becomes stronger and more independent. Example: A child practices putting on a coat every day before outdoor play.

A clear statement describing a specific skill or behaviour that a child is expected to learn. Example: The child will independently request assistance using words, signs, or pictures.

An approach that designs learning environments and instruction so children with different abilities can participate and learn. Example: A teacher uses pictures, spoken instructions, demonstrations, and hands-on materials during the same activity.

Providing information to children in different ways. Example: A teacher explains an activity using spoken instructions, pictures, and demonstrations.

Providing different ways to motivate children and encourage active participation in learning. Example: A teacher allows children to choose between several activities that teach the same learning objective.

Professionals from different disciplines and families working together to support a child. Example: A teacher, family, occupational therapist, and speech-language pathologist work together to develop intervention strategies.

Professionals from different fields sharing information and coordinating services to meet a child's needs. Example: A physical therapist recommends positioning strategies that educators use during classroom activities.

Allowing children to participate in activities in different ways according to their abilities and needs. Example: A child who cannot hold a paintbrush uses an adapted handle or sponge to participate in painting.

A planned and organized method of teaching skills using clear goals, prompts, practice, feedback, reinforcement, and progress monitoring. Example: An educator teaches handwashing step by step and records the child's progress.

Additional assistance provided to help a child perform a skill correctly. Example: A teacher points to a child's coat to remind the child what to put on before going outside.

Spoken information that helps a child complete a task or respond correctly. Example: The teacher says, "Put your cup on the table."

A movement or gesture that helps a child understand what to do. Example: The teacher points toward the cleanup shelf when it is time to put toys away.

Demonstrating a skill or behaviour for a child to imitate. Example: An educator demonstrates how to roll playdough before asking the child to try.

Using physical assistance to help a child perform a skill. Example: An educator gently guides a child's hands while teaching how to use scissors.

Gradually reducing prompts as a child becomes more independent. Example: A teacher first physically guides a child to wash their hands, then uses gestures, and eventually provides no assistance.

When a child waits for assistance or a prompt instead of independently performing a skill they have learned. Example: A child waits for the teacher to point to their chair every day before sitting down.

Breaking a complex skill into smaller steps that can be taught systematically. Example: Handwashing is divided into turning on the water, wetting hands, using soap, scrubbing, rinsing, and drying.

A consequence that increases the likelihood that a behaviour or skill will occur again. Example: A child receives praise after independently completing a classroom routine.

A change to materials, activities, environments, or teaching methods that increases a child's participation. Example: Adding a large handle to a spoon so a child can eat more independently.

Equipment or devices used to increase a child's functional abilities, participation, or independence. Example: A communication device allows a child who does not use speech to request activities and interact with others.

A strong emotional relationship between a child and an important caregiver. Example: An infant seeks comfort from a familiar caregiver when upset.

A trusting relationship that develops when caregivers respond consistently and sensitively to a child's needs. Example: A toddler explores the classroom but returns to the caregiver for reassurance when frightened.

A relationship in which an adult notices, understands, and appropriately responds to a child's needs and communication. Example: An educator comforts a crying child and helps the child communicate what is wrong.

The development of children's abilities to understand emotions, develop relationships, regulate behaviour, and participate socially. Example: A child learns to identify feelings and take turns with classmates.

The ability to manage emotions, attention, and behaviour. Example: A child uses deep breathing or asks an adult for help instead of hitting when frustrated.

Support provided by adults to help children manage their emotions and behaviour until they can regulate themselves more independently. Example: An educator calmly comforts a frustrated child and helps the child choose an appropriate solution.

Behaviours that help children interact successfully with other people. Example: Sharing, cooperating, taking turns, helping others, and joining play.

An approach that teaches peers to support the social participation and learning of children who need additional assistance. Example: A teacher encourages classmates to invite a child with limited social skills into a group activity.

Behaviour that interferes with learning, relationships, safety, or successful participation in everyday activities. Example: A child frequently hits peers to obtain toys.

The purpose or reason why a behaviour occurs. Example: A child screams because screaming allows the child to escape a difficult activity.

A systematic process used to identify the reasons why challenging behaviour occurs. Example: Educators observe what happens before and after a child's aggressive behaviour to determine its function.

An approach that prevents challenging behaviour and teaches appropriate replacement skills. Example: A teacher teaches a child to request a break instead of throwing materials when an activity becomes difficult.

An appropriate behaviour that serves the same purpose as a challenging behaviour. Example: Teaching a child to say "my turn" instead of hitting another child to obtain a toy.

Providing a consequence after a behaviour that increases the likelihood the behaviour will occur again. Example: An educator praises a child for asking politely to join a game.

A framework for supporting young children's social-emotional development and preventing challenging behaviour. Example: A program builds positive relationships for all children, provides targeted social-skills instruction for some children, and develops individualized interventions for children with intensive needs.

The process through which children develop control of their bodies and learn movement skills. Example: An infant progresses from sitting independently to crawling and eventually walking.

Skills that involve the large muscles of the body. Example: Running, jumping, climbing, standing, and throwing a ball.

Skills that involve smaller muscles, especially the hands and fingers. Example: Drawing, buttoning clothing, turning pages, and picking up small objects.

Everyday skills that allow children to care for themselves and become more independent. Example: Eating independently, dressing, toileting, and washing hands.

Practical skills needed to function independently in everyday environments. Example: A child learns to use utensils during meals and put on a coat before outdoor play.

Placing and supporting a child's body in a safe and appropriate position that promotes comfort, movement, and participation. Example: Using supportive seating to help a child maintain an upright position during classroom activities.

Safe methods adults use to move, carry, or physically assist children who require motor support. Example: An educator follows a physical therapist's recommendations when transferring a child from a wheelchair to classroom seating.

Breaking a complex skill into smaller, teachable steps. Example: Handwashing is divided into turning on the water, wetting hands, applying soap, scrubbing, rinsing, and drying.

Teaching the first step of a task first and gradually adding later steps. Example: A child first learns to put toothpaste on the toothbrush before learning the remaining steps of toothbrushing.

Teaching the last step of a task first while the adult completes earlier steps. Example: An adult helps a child put on a coat but teaches the child to complete the final step of pulling up the zipper.

Teaching all steps of a task during each opportunity and providing assistance when needed. Example: A child practices every step of handwashing each time the routine occurs.

Devices or equipment that increase a child's participation, functional abilities, or independence. Example: An adapted spoon allows a child with limited hand control to eat more independently.

A change to the physical environment that improves a child's access and participation. Example: Lowering classroom shelves so a child using a wheelchair can independently reach materials.

A professional who supports children's participation and independence in daily activities, including fine motor and self-help skills. Example: An occupational therapist recommends adapted utensils to help a child eat independently.

A professional who supports children's movement, positioning, mobility, balance, and gross motor development. Example: A physical therapist recommends exercises and positioning strategies to help a child develop mobility skills.

The process of sending and receiving messages between people. Example: A child points to a cup to request a drink.

A system of symbols and rules used to communicate meaning. Example: Children use spoken words, signs, or symbols to communicate ideas.

The production of spoken sounds and words. Example: A child uses speech to say, "I want juice."

The ability to understand language and communication from others. Example: A child follows the instruction, "Put your shoes by the door."

The ability to communicate thoughts, needs, feelings, and ideas. Example: A child says or signs "more" to request additional food.

Communication that does not depend on spoken words. Example: Eye contact, gestures, facial expressions, and body movements.

Communication methods used to supplement or replace spoken language. Example: A child uses pictures on a communication board to request activities.

An electronic AAC device that produces spoken messages. Example: A child touches a picture on a tablet, and the device says, "I want to play."

A situation intentionally created or naturally occurring that encourages a child to communicate. Example: An educator gives a child a closed container so the child must request help opening it.

Demonstrating a communication behaviour for a child to observe and imitate. Example: An educator points to the "more" picture while saying "more" before giving additional snack.

Additional assistance provided to help a child communicate correctly. Example: An educator points to a communication board to remind the child to request a toy.

Responding to a child's communication by adding words or information to create a more complete message. Example: The child says "dog," and the educator responds, "Yes, the big dog is running."

The social rules and appropriate use of communication in different situations. Example: Taking turns during conversations and changing how we speak depending on the listener.

When two people focus on the same object, activity, or event and are aware of each other's attention. Example: A child looks at a toy, looks at the teacher, and points to share interest in the toy.

A professional who assesses and supports communication, speech, language, and related skills. Example: An SLP works with educators and parents to develop strategies for improving a child's communication.

The development of mental processes used for learning, thinking, remembering, reasoning, and problem-solving. Example: A child experiments with different ways to complete a puzzle.

The ability to focus on important information, activities, people, or objects. Example: A child listens to a story and focuses on the pictures in the book.

The ability to store, remember, and use previously learned information. Example: A child remembers where classroom materials belong during cleanup.

The process of identifying a challenge and finding a way to solve it. Example: A child tries different ways to build a block tower that keeps falling.

The process of developing an understanding of categories, relationships, properties, and ideas. Example: A child learns that apples and bananas both belong to the category of fruit.

Using objects according to their intended purposes. Example: A child rolls a toy car across the floor.

Using materials to create or build something. Example: A child uses blocks to build a house.

Using imagination to represent objects, actions, people, or events. Example: A child pretends that a block is a telephone.

Temporary assistance provided by an adult or more skilled person to help a child learn or complete a task. Example: An educator gives hints while a child completes a puzzle and gradually reduces assistance.

The knowledge and skills that develop before children learn conventional reading and writing. Example: A preschool child pretends to read a familiar book and recognizes their written name.

The ability to recognize and work with sounds in spoken language. Example: A child recognizes that "cat" and "hat" rhyme.

Understanding that print carries meaning and knowing basic rules about how print is organized. Example: A child understands that English text is read from left to right.

Knowledge of letter names, shapes, and sounds. Example: A child recognizes the letter B and knows the sound it commonly represents.

An interactive approach to reading books with children that encourages discussion and participation. Example: An educator asks children questions about pictures and encourages them to predict what will happen next.

An environment that provides children with frequent access to meaningful books, labels, signs, writing materials, and other forms of print. Example: A classroom contains labeled shelves, accessible books, writing materials, menus, calendars, and children's names.

A process in which people work together, share responsibility, and make decisions to achieve common goals. Example: A family, teacher, and speech-language pathologist work together to develop communication strategies for a child.

A group of people who work together toward shared goals for a child and family. Example: Parents, educators, therapists, and specialists meet regularly to plan and coordinate services.

A team model in which professionals from different disciplines work mainly independently and provide separate assessments and services. Example: A speech-language pathologist and occupational therapist assess a child separately and prepare individual reports.

A team model in which professionals maintain their individual roles but communicate, share information, and coordinate services. Example: Different specialists meet regularly to discuss progress and coordinate intervention strategies.

A team model involving close collaboration, shared responsibilities, and coordinated intervention across professional disciplines. Example: A therapist teaches an educator strategies that can be used throughout the child's daily classroom routines.

The process of sharing selected strategies, knowledge, or responsibilities across professional disciplines. Example: A physical therapist teaches classroom staff safe positioning strategies they can use throughout the day.

A process in which families and professionals participate together in making decisions. Example: Parents and professionals jointly select intervention goals based on the child's needs and family priorities.

A systematic process of identifying a problem, considering possible solutions, implementing a strategy, and evaluating the results. Example: A team identifies why a child cannot participate in outdoor play and develops adaptations to increase participation.

Giving full attention to another person and working to understand their message and perspective. Example: An educator listens to a parent's concerns and summarizes them to confirm understanding.

The process of addressing disagreements respectfully and working toward acceptable solutions. Example: Team members discuss different opinions about intervention strategies and agree on an approach to try and evaluate.

A collaborative process in which a specialist helps another adult develop strategies to support a child. Example: An occupational therapist helps a classroom teacher adapt activities for a child with fine motor difficulties.

A collaborative approach that helps adults develop knowledge and skills through observation, reflection, feedback, practice, and problem solving. Example: A specialist observes an educator using a teaching strategy and then provides feedback and opportunities for reflection.

Services, adaptations, strategies, and assistance that allow children with disabilities to participate successfully in inclusive programs. Example: A child receives adapted materials and communication supports during regular classroom activities.

An organized meeting in which team members communicate, solve problems, make decisions, and coordinate responsibilities. Example: The team meets to review a child's progress, assign responsibilities, and determine the next steps.

A respectful relationship in which families and professionals share information, responsibilities, and decisions. Example: Professionals listen to family priorities and involve parents in planning and evaluating services.