NACC - M13 - Terms

The practice of ensuring children with special needs participate meaningfully in early childhood programs with their peers. Example: A child with Down syndrome attending a local daycare with support from a speech therapist.

An older approach where children with special needs must "be ready" to join regular programs. Example: A child with a disability being placed in a regular class only after meeting certain criteria.

Placing children with special needs in regular settings with extra support to meet existing expectations. Example: A child with autism receiving one-on-one aide time outside the classroom.

A written plan outlining educational goals and services for a child with disabilities over age 3. Example: An IEP for a child with dyslexia specifying extra reading support.

A written plan for infants/toddlers with disabilities, focusing on family needs and services. Example: An IFSP for a 2-year-old with speech delays including home-based therapy.

Language that emphasizes the person before the disability. Example: Saying "child with autism" instead of "autistic child."

The principle that no child should be excluded from a program based on type or level of disability. Example: A childcare centre accepting a child who is not toilet-trained due to a disability.

Children with special needs observing and imitating more advanced skills modeled by peers. Example: A child with a physical disability learning to use scissors by watching a classmate.

One child instructing another, benefiting both. Example: A child explaining how to build a block structure to a peer with developmental delays.

Points in time when a child is highly motivated and ready to learn a specific skill. Example: Helping a child who is blind learn to walk by supporting them during a moment of standing readiness.

Times when a child is especially responsive to learning certain skills. Example: The early years being critical for language acquisition.

When children without special needs participate in programs originally designed for children with disabilities. Example: A typical child joining a specialized preschool to promote inclusion.

A group that works together for a cause, such as promoting inclusion. Example: The Canadian Association for Community Living advocating for disability rights.

Establishes provincial/territorial responsibility for education and social services. Example: Ontario's Ministry of Education oversees early childhood programs.

Allowed federal child-care funding during WWII. Example: Shared funding for daycare centers for mothers in essential industries.

Federal-provincial cost-sharing for wartime child care. Example: Ontario mothers paying 33% of daycare costs during WWII.

Federal cost-sharing for welfare programs, including child care. Example: Subsidized child care for low-income families from 1966–1996.

Replaced CAP with lump-sum transfers to provinces/territories for health and social services. Example: Reduced dedicated child-care funding after 1996.

Views disability as an individual deficit or impairment. Example: Diagnosing a child's speech delay as a biological problem.

Focuses on societal and environmental barriers to inclusion. Example: Advocating for ramps and inclusive curricula to support a child with physical disabilities.

International treaty affirming children's rights. Example: Canada's commitment to protecting children from discrimination after signing the treaty in 1990.

Treaty promoting rights and inclusion of persons with disabilities. Example: Canada's pledge to ensure accessible education after signing the treaty in 2010.

Plan for infants and toddlers with disabilities, focusing on family needs. Example: A plan including home-based therapy for a 2-year-old with motor delays.

Plan for children over 3 with disabilities, outlining educational goals. Example: An IEP specifying accommodations for a child with ADHD.

Speaking or acting in support of a cause. Example: Educators lobbying for increased inclusive child-care funding.

Principle that no child should be excluded from a program due to disability. Example: A daycare accepting a child with complex medical needs.

Official guidelines promoting inclusive practices. Example: A provincial policy requiring child-care centers to accommodate children with disabilities.

Federal-provincial-territorial agreement to invest in early childhood services. Example: Funding for infant screening and family resource programs in 2001.

Federal taxable payment to families of \$100 per month per child under 6. Example: A family using the benefit to offset child-care costs from 2006–2016.

A model that places the family at the heart of service delivery. Example: Professionals collaborate with parents to set goals that align with family priorities.

A written plan for infants/toddlers with disabilities that focuses on family needs and goals. Example: An IFSP includes home-based speech therapy and parent coaching.

Providing families with the knowledge and skills to advocate for their child. Example: Teaching parents how to request accommodations at childcare.

Interactions where both parties give and receive. Example: Educators share developmental strategies while parents share insights about the child's home behavior.

Recognizing that each family has its own structure, culture, and values. Example: Respecting a grandparent-led household's caregiving practices.

Respecting family privacy and not intervening without invitation. Example: Avoiding unscheduled home visits unless agreed upon.

The professional who organizes and monitors services in an IFSP. Example: An early interventionist coordinates between therapists and the family.

The ability to recover from challenges. Example: A family develops coping strategies after a child's disability diagnosis.

A family formed when parents remarry and bring children from previous relationships. Example: A household includes "his, hers, and our" children.

A specialist who supports educators in planning inclusive programs. Example: A consultant helps adapt activities for a child with autism.

Providing support that is gradually reduced as the child learns. Example: An educator helps a child put on a coat, then only assists with zipping, then encourages independence.

An approach where the educator acts as a bridge between the child and learning environment. Example: Asking questions to help a child think through a problem.

Unplanned opportunities for learning when a child shows interest. Example: A child asks about melting ice, leading to a science discussion.

Child-initiated learning moments that educators expand on. Example: A child reaches for a toy, and the educator uses it to practice language or motor skills.

Responding to a child's cues to encourage further learning. Example: Imitating a baby's babbling to promote communication.

A child splits time between a specialized program and an inclusive setting. Example: Mornings in a therapy center and afternoons in a community preschool.

Collaboration between specialists and educators to support a child in dual placements. Example: A speech therapist and classroom teacher align goals.

A period of uneven behavior after rapid growth. Example: A toddler regresses in toilet training when a new sibling arrives.

A child's preparedness to learn a new skill, based on maturity and experience. Example: Showing interest in holding a spoon signals readiness for self-feeding.

A professional who advises educators on inclusive practices. Example: Suggesting adaptations for a child with sensory sensitivities.

Predictable skills achieved at certain ages. Example: Walking by 18 months or speaking two-word phrases by age 2.

A child performs like a younger child in one or more areas. Example: A 3-year-old not yet speaking in sentences.

A difference in development that is not just slower but atypical. Example: A child with cerebral palsy has unusual movement patterns.

Factors like premature birth or genetic conditions that may lead to disabilities. Example: A low-birthweight infant is at higher risk for developmental delays.

Social or economic factors that threaten development. Example: Poverty, malnutrition, or exposure to toxins.

The ability to overcome adversity. Example: A child in a high-risk environment thrives due to strong family support.

Increased susceptibility to negative outcomes. Example: A child with a chronic illness may struggle more with stress.

Difficulties in academic skills despite average intelligence. Example: Dyslexia (reading disorder) or dysgraphia (writing disorder).

Having more than one disability. Example: A child with both cerebral palsy and a hearing impairment.

Reduced vision that affects learning. Example: A child uses large-print books or Braille.

Hearing loss that impacts language and learning. Example: A child uses hearing aids and sign language.

Brain damage from an injury. Example: A child has memory and attention problems after a fall.

Physical disabilities affecting movement. Example: A child uses a wheelchair due to spina bifida.

Behavioral or emotional issues that interfere with functioning. Example: Anxiety or ADHD in a young child.

Exceptional ability in one or more areas. Example: A 4-year-old reads at a second-grade level.

The process of gathering information about a child's development. Example: Using observation, interviews, and tests to understand a child's communication skills.

A quick check to identify children who may need further evaluation. Example: A pediatrician uses a developmental milestones checklist at a well-child visit.

A formal identification of a disability or developmental delay by a qualified professional. Example: A psychologist determines a child meets the criteria for Autism Spectrum Disorder.

Evaluation conducted in real-life contexts and routines. Example: Observing a child's ability to put on a coat during outdoor playtime.

An assessment given and scored in a consistent, prescribed manner. Example: The Battelle Developmental Inventory, which compares a child's score to a normative sample.

Non-standardized methods of gathering information. Example: Collecting work samples, anecdotal records, and parent reports.

A purposeful collection of a child's work and observations over time. Example: A folder containing drawings, photos of block structures, and notes on social interactions.

Ongoing assessment to track a child's growth and the effectiveness of instruction. Example: Weekly data collection on a child's use of target vocabulary words.

A structured conversation with family members to gather their concerns, priorities, and resources. Example: Discussing daily routines and what skills are most important to the family.

A group of professionals from different disciplines who collaborate on assessment and planning. Example: A speech therapist, occupational therapist, and early childhood educator working together.

The educational setting that is as typical as possible while meeting the child's needs. Example: A child with speech delays participating fully in a regular preschool classroom with support.

Educating children with disabilities with typically developing peers in general education settings. Example: A child using a wheelchair learns and plays in the same classroom as all other children.

The method by which intervention services are provided. Example: A consultation model where a speech therapist advises the classroom teacher on strategies.

Teaching specific skills within ongoing, natural activities and routines. Example: Practicing turn-taking and color names during a board game at free play.

Using predictable daily events as contexts for learning. Example: Teaching a child to wash hands independently during the handwashing routine before meals.

Modifying materials, instruction, or the environment to enable a child's participation. Example: Adding a picture schedule to help a child understand the daily sequence of activities.

Using child-initiated, meaningful activities as the foundation for addressing developmental goals. Example: Using a child's interest in building blocks to work on counting, sharing, and fine motor goals.

When a specialist, such as an OT or PT, provides therapy within the child's natural classroom environment. Example: An occupational therapist joins playdough time to work on hand strength.

When a child is taken out of the classroom for individual or small-group therapy. Example: A child goes to a separate room for 30 minutes of intensive speech therapy.

A partnership where a specialist and classroom teacher work together to plan and implement strategies. Example: A behavior consultant and teacher brainstorm ways to support positive behavior during transitions.

Differences in the ability to process sensory information. Example: A child with a hearing loss may not respond to verbal instructions.

Having a severe hearing loss that prevents understanding of spoken language, even with amplification. Example: A child who communicates primarily through American Sign Language (ASL).

Having a hearing loss that ranges from mild to severe but allows some access to spoken language with aids. Example: A child who uses hearing aids to participate in conversations.

Hearing loss caused by problems in the outer or middle ear. Example: Hearing loss due to chronic ear infections or fluid buildup.

Permanent hearing loss caused by damage to the inner ear or auditory nerve. Example: Hearing loss resulting from genetic factors or illness.

A surgically implanted device that bypasses damaged hair cells to stimulate the auditory nerve directly. Example: A cochlear implant used by some children with profound hearing loss.

Having little or no functional vision. Example: A child who uses Braille and tactile cues to learn.

Having significant visual impairment but some usable vision. Example: A child who uses large-print books or magnifiers.

The remaining usable vision or hearing a child has. Example: A child with low vision may see shadows and colors.

Skills that help a child with visual impairment move safely and independently. Example: Learning to use a cane or navigate by touch and sound.

Impairments related to bones, joints, and muscles. Example: Cerebral palsy or clubfoot.

A neurological disorder affecting muscle control and movement. Example: A child with spasticity may have stiff, jerky movements.

A congenital condition where the spine does not close completely. Example: A child may have paralysis or weakness in the lower limbs.

Chronic or acute health issues that limit strength or alertness. Example: Asthma or diabetes.

A chronic inflammatory disease of the airways. Example: A child may need an inhaler during physical activity.

A neurological disorder characterized by recurrent seizures. Example: A child may experience absence (petit mal) seizures.

An autoimmune disorder where the pancreas produces little to no insulin. Example: A child may need insulin injections and blood sugar monitoring.

An approach to designing instruction to meet the needs of all learners. Example: Providing multiple means of representation, expression, and engagement.

Devices that help children with physical challenges participate. Example: A wheelchair, walker, or modified utensils.

A severe, life-threatening allergic reaction. Example: A reaction to peanuts requiring immediate use of an EpiPen.

Conditions characterized by emotional or behavioral responses that differ from age and cultural norms. Example: Anxiety or depression in a young child.

Extreme and persistent fear or worry. Example: Separation anxiety that prevents a child from participating in preschool.

A developmental disorder characterized by challenges in social communication and repetitive behaviors. Example: A child who avoids eye contact and has intense interests.

A disorder marked by inattention, hyperactivity, and impulsivity. Example: A child who has difficulty staying seated and following instructions.

A therapeutic approach using principles of learning to improve behaviors. Example: Breaking down skills into small steps for a child with ASD.

An eating disorder involving consumption of non-food items. Example: A child eating dirt or paint chips.

Chronic soiling beyond the age of toilet training. Example: Soiling due to emotional or physiological factors.

Chronic bedwetting or daytime wetting. Example: Bedwetting in a school-aged child.

An extreme, irrational fear of a specific object or situation. Example: Fear of dogs or loud noises.

Persistent avoidance of social interaction. Example: A child who plays alone and avoids peers.

Disorders affecting learning in individuals with at least average thinking abilities. Example: A child with difficulty reading despite average intelligence.

Repetition of the same action or communication without discernible intention. Example: A child drawing the same shape repeatedly.

Ability to note similarities and differences between visual objects. Example: Distinguishing between a circle and a square.

Ability to differentiate between sounds. Example: Distinguishing "hat" from "mat."

Coordination between visual perception and motor skills. Example: Tracing a shape or cutting along a line.

Ability to use both sides of the body together. Example: Catching a ball with two hands.

Ability to move a hand or foot across the center of the body. Example: Painting across a large paper at an easel.

Precise movements using small muscles. Example: Buttoning a shirt or stringing beads.

Breaking down a complex skill into smaller, teachable steps. Example: Teaching shoe-tying step by step.

Conditions that reduce the risk of developmental challenges. Example: Access to high-quality early learning opportunities.

A written plan outlining educational goals and services for a child with special needs. Example: A plan for a child with speech delays including specific objectives and supports.

A strength-based observation approach focusing on children's potential and positive attributes. Example: Noting a child's curiosity during exploration.

Assessments that are consistent (reliable) and measure what they intend to (valid). Example: A well-designed developmental screening tool.

Tools and practices that ensure fair evaluation across cultures and abilities. Example: Using a translator for a child whose first language is not English.

Assessments comparing a child's performance to a set standard, not to peers. Example: Checking if a child can tie shoes independently.

Assessments comparing a child's performance to a normative sample of same-age peers. Example: An IQ test.

Professionals who share expertise and collaborate across disciplines. Example: An educator, speech therapist, and occupational therapist working together on an IEP.

Breaking a complex task into smaller, sequential steps for teaching. Example: Teaching handwashing step by step.

Teaching a skill starting with the first step. Example: Teaching zipping by first bringing zipper sides together.

Teaching a skill starting with the last step. Example: Teaching shoe-tying by completing the final bow first.

A collection of a child's work and observations documenting growth. Example: A folder containing art samples, anecdotal notes, and photos.

Strategies to support children and families moving between educational settings. Example: A plan for a child entering kindergarten that includes visits and meetings.

The person responsible for organizing and overseeing the transition process. Example: A resource consultant who arranges visits and shares information between programs.

Programs that provide equitable access and participation for all children, regardless of ability. Example: A preschool where children with and without disabilities learn together.

The current educational setting the child is leaving. Example: An early intervention home-based program.

The new educational setting the child is entering. Example: A community kindergarten classroom.

A plan for infants and toddlers with special needs and their families, often used before an IEP. Example: Outlining early intervention services at home.

Creating environments and curricula accessible to all from the start. Example: A classroom with visual schedules and adaptable seating.

Professionals from different disciplines collaborating closely. Example: An educator, occupational therapist, and speech-language pathologist working on transition goals.

A support staff member who helps implement IEP goals in the classroom. Example: Assisting a child with mobility needs during activities.

Involving families as partners in planning and decision-making. Example: Asking parents about their priorities for their child's transition.

Services provided to infants/toddlers showing signs of developmental differences or at high risk. Example: Speech therapy for a toddler with language delays.

A setting that supports optimal development through responsive care and adapted activities. Example: A playroom with accessible toys and calming spaces.

An environment where educators actively engage with children and adapt to their cues. Example: An educator soothing an overstimulated infant by reducing noise.

Mutual, give-and-take interactions between educators and families. Example: Sharing observations about a child's progress with parents.

Activities and materials that engage the senses. Example: Textured toys, music, or scented playdough for infants.

A child's pattern of sensory and motor responses. Example: A toddler who is overly sensitive to touch but seeks vigorous movement.

An infant's ability to regulate arousal and maintain emotional equilibrium. Example: Calming down after excitement with educator support.

The ability to respond selectively to stimuli rather than reacting globally. Example: A child learning to look at a toy without becoming overwhelmed.

Early intervention provided in the family home. Example: A therapist visiting to work with a parent and infant.

Licensed programs for children aged 6–12 outside school hours. Example: Before- and after-school clubs or vacation programs.

Designing environments and activities to be accessible and usable by all from the start. Example: A classroom with wide aisles, visual schedules, and varied seating options.

Routines like toileting, dressing, and cleaning that promote independence. Example: Teaching a child to zip their coat.

Planned or spontaneous activities led by educators to teach specific skills or concepts. Example: A small-group story time focusing on counting.

Child-initiated exploration and play that fosters discovery and social interaction. Example: Building with blocks in a designated centre.

An approach where children investigate their own questions and theories. Example: A project on ramps sparked by a child's wheelchair inaccessibility.

The feeling of helplessness caused by poorly functioning equipment or inaccessible environments. Example: A child frustrated by a stuck drawer.

A balance between consistent routines and adaptable, responsive teaching. Example: Having a daily schedule but allowing extra time for transitions.

Predictable routines that help children feel secure. Example: The same sequence of activities after outdoor play each day.

The movement between activities or settings. Example: Moving from free play to circle time with advance warning and support.

Recognizing that all children need both independence and support at different times. Example: A child asking for help with buttons one day but doing it alone the next.

Behaviors that help individuals interact effectively with others. Example: Sharing toys or taking turns.

A framework describing how children learn to approach others, interact, deal with difference, and manage conflict. Example: Teaching a child to say, "Can I play too?"

An individual's innate behavioral style. Example: An "easy" child who adapts quickly to new situations.

Mutual give-and-take in interactions. Example: An infant smiles and a parent smiles back.

Arranging the physical environment to encourage social interaction. Example: Setting up a collaborative art project.

Direct educator support to promote social interactions. Example: Prompting a child to ask a peer for a turn.

Playing side-by-side without direct interaction. Example: Two children building separate block towers.

Playing together with some sharing but no common goal. Example: Children using the same playdough but making different items.

Playing together with shared goals and roles. Example: Children pretending to run a restaurant together.

Learning social skills through naturally occurring interactions. Example: Praising a child who helps another pick up spilled crayons.

The ability to use a skill consistently and independently. Example: A child regularly using "please" and "thank you."

When one child helps another learn a skill. Example: A child showing a peer how to put on gloves.

Standing up for one's rights respectfully. Example: A child saying, "I'm still using this truck."

Using theatre-like techniques to build social skills. Example: Playing "Yes, and..." to practice building on others' ideas.

When a child has ongoing difficulty meeting age-appropriate expectations. Example: A child who frequently disrupts group activities despite clear rules.

Behaviour that interferes with a child's ability to interact with others. Example: Hitting when frustrated.

An individual's innate personality traits. Example: A "slow-to-warm-up" child who is cautious in new situations.

How well a child's temperament aligns with environmental expectations. Example: An active child thriving in a program with ample outdoor time.

A pattern of angry, defiant behaviour toward authority figures. Example: A child who often argues and refuses to follow directions.

Repetitive behaviour violating others' rights or societal norms. Example: Bullying, cruelty, or destruction of property.

Behaviour intended to cause harm or distress. Example: Biting or pushing.

Proactively structuring the environment to prevent challenging behaviours. Example: Having clear routines and accessible materials.

Engaging in behaviour for internal satisfaction. Example: A child persevering on a puzzle for the joy of solving it.

Specific feedback acknowledging what a child did well. Example: "You put all the blocks away neatly!"

A respectful break to help a child regain self-control. Example: "You need some quiet time to calm down."

A tiered model for promoting social competence and preventing challenging behaviour through relationships, classroom practices, teaching strategies, and individualized interventions.

Programs with proven effectiveness. Example: SNAP® (Stop Now And Plan) or Roots of Empathy.

The point when a child has the prerequisite skills to learn something new. Example: A child who can hold a spoon is ready to learn self-feeding.

Memorizing without understanding. Example: Reciting the alphabet without knowing letter sounds.

The growth and organization of the brain influenced by genetics and experience. Example: Rich sensory play strengthening neural connections.

The length of time a child can focus on an activity. Example: A toddler staying with a water-play activity for five minutes.

Coordinating sensory input with movement. Example: A child catching a ball.

Combining multiple senses to understand and respond to the environment. Example: Seeing, hearing, and turning toward a ringing bell.

Coordinating small muscles, such as in the hands and fingers. Example: Stringing beads or using scissors.

Noticing similarities and differences. Example: Sorting blocks by colour.

Grouping objects based on shared attributes. Example: Putting all animals together in a picture game.

Arranging objects in order. Example: Lining up sticks from shortest to longest.

Understanding space (e.g., under, behind) and time (e.g., before, after). Example: A child putting a toy in the box (spatial) or describing yesterday's trip (temporal).

Recalling past experiences. Example: A child remembering where the puzzles are stored.

Tools that support learning and independence. Example: A tablet with communication software for a non-verbal child.

Developing mental ideas that organize thinking. Example: Understanding "big" versus "small."

The production of sounds for verbal communication. Example: A child saying "mama."

A symbolic system used to express ideas. Example: Using words, signs, or pictures to communicate.

Exchanging thoughts, feelings, and information. Example: A baby crying to signal hunger.

Understanding spoken or signed language. Example: A child following the direction "sit down."

Using words, signs, or gestures to communicate. Example: A toddler saying "more milk."

Early vocalizations and gestures before words. Example: Cooing or pointing.

Using one word to convey a whole idea. Example: "Up!" meaning "pick me up."

Two-word phrases with key meaning. Example: "Daddy go."

The arrangement of words in sentences. Example: "The dog runs" versus "Runs dog the."

Applying grammar rules too broadly. Example: "I runned" instead of "I ran."

Mistakes in producing speech sounds. Example: Saying "wabbit" for "rabbit."

Disruptions in speech flow, such as stuttering. Example: Repeating sounds like "b-b-b-ball."

Tools to supplement or replace speech. Example: Using picture cards or a voice synthesizer.

An augmentative system where children exchange pictures to communicate. Example: Handing a "cookie" picture to request a snack.

The simplified, melodic speech adults use with infants. Example: "Who's a cute baby?"

Children talking to themselves to guide actions. Example: A child saying "put it here" while building.