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Welcome to the Parent Resource Page!

This page provides a wealth of resources and information regarding Special Education in order to help parents and others better understand the Special Education process. We acknowledge that Special Education can be confusing at times. However, the Canterbury Public School staff is dedicated to making your journey into Special Education as smooth as possible.

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Important Acronyms/Definitions
ABA: Applied Behavioral Analysis: A systematic process based on a series of observations for identifying the purpose of behaviors and their communicative intent.
ADA: Americans with Disabilities Act, Federal Law: Extends to individuals with disabilities civil rights protections similar to those provided to individuals on the basis of race, sex, national origin and religion; guarantees equal opportunity in employment, public accommodation, transportation, state and local government services and telecommunications.
ADD: Attention Deficit Disorder: Biological disorders characterized by a short attention span, distractibility and impulsivity

ADHD: Attention Deficit Hyperactivity Disorder: Biological disorders characterized by a short attention span, distractibility and impulsivity. If accompanied by hyperactivity, disorder is referred to Attention Deficit Hyperactivity Disorder.

ADL: Activities of Daily Living: Basic tasks of everyday life, such as eating, bathing, dressing, toileting, and transferring.

APE: Adaptive Physical Education: Specialized instruction and support to the physical education staff in a general education setting. Support is provided through adaptations and modifications to the physical education curriculum to enhance a student’s ability to participate in individual and group games, activities and sports.
AT: Assistive Technology: products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities.
AYP: Annual Yearly Progress: an individual state’s measure of yearly progress toward achieving state academic standards
BAT: Baldwin Assistance Team: The BAT is a cooperative, peer problem-solving group that assists students, families, and teachers in seeking positive solutions for concerns about individual students. Through the BAT, school staff, parents, community agencies, and others who can offer insight, work together to plan a positive course of action, assign
responsibilities, and monitor results to determine whether the student has
responded to intervention.

BIP: Behavior Intervention Plan: The positive strategies, programs or curricular modifications in addition to the supplementary aids and supports required to address the behaviors of concern.

BOE: Board of Education: is the title of the board of directors of a local school district. This elected council helps determine educational policy in a small regional area, such as a city, state, or province. It usually shares power with a larger institution, such as the government's department of education. The name of the board is also often used to refer to the school system under the board's control.

CAPT: Connecticut Academic Performance Test
CMT: Connecticut Mastery Tests
DSM-IV-R: Diagnostic and Statistical Manual of Mental Disorders
DOE: Department of Education: created in 1980 by combining offices from several federal agencies. ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
ED: Emotionally Disturbed: Defined under IDEA as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (a) an inability to learn that cannot be explained by intellectual, sensory, or health factors, (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, (c) inappropriate types of behavior or feelings under normal circumstances, (d) a general pervasive mood of unhappiness or depression, (e) a tendency to develop physical symptoms or fears associated with personal or school problems.
ESY: Extended School Year: Special Education and related services provided pursuant to an IEP beyond the limits of the regular school year as described in the IEP and is provided at no cost to the parents. 

FAPE: Free Appropriate Public Education: Special Education and related services that are provided at public expense, under public supervision and direction, and meet the standards of the state educational agencies.
FBA: Functional Behavioral Assessment: A process for gathering broad and specific information about a student's behavior in order to identify the function or purpose that the behavior serves.
FERPA: Family Educational Rights and Privacy Act: A federal law that establishes guidelines for handling personally identifiable information for all students and allows parents to access their minor children’s educational records
GED: General Educational Development Diploma
IDEIA: Individuals with Disabilities Education Improvement Act, Federal Law: The revision and amendment of the Education of the Handicapped Act of 1975. Comprehensive law supports a free appropriate public education, which includes Special Education and related services, for children and youth with disabilities.
IEE: Independent Education Evaluation: If a parent or guardian disagrees with any or all of an SSD evaluation they my request an independent educational evaluation (IEE) at public expense. The district does have the option of requesting a due process hearing to “defend” its diagnostic decision instead of granting the IEE.
IEP: Individualized Education Program: A plan developed annually as required by law for students identified to have educational disabilities. Plan includes present level of performance, long term goals and short term objectives, criteria for measuring achievement, amount and type of Special Education and participation in general education, dates of initiation and duration of services.
IFSP: Individualized Family Service Plan: Written plan developed by a multidisciplinary team that includes the family; based on family concerns, priorities, resources, and the child's present level of functioning.

IQ: Intelligence Quotient: A score, based on one’s chronological age and performance on a test designed to measure mental ability, used to predict school success.
K-8: Kindergarten through Grade Eight
LD: Learning Disability: An educational disability classification characterized by a disorder in one or more of the basic processes involved in the understanding or use of language, spoken or written, which may cause an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Historically the term includes perceptual disorder, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. Specific learning disability is a chronic condition of presumed neurological origin that selectively interferes with the development, integration and/or demonstration of verbal and/or nonverbal abilities.
LEA: Local Education Agency: (School District)

LRE: Least Restrictive Environment: Provision of Public Law 94-142 (IDEA) that states that children with disabilities must be educated with their non-disabled peers to the maximum extent possible
NCLB: No Child Left Behind Act: – the most recent reauthorization of the Elementary and Secondary Education Act that strives to improve the performance of America's primary and secondary schools by increasing the standards of accountability for states, school districts, and schools .

OCD: Obsessive-Compulsive Disorder: An anxiety disorder where people experience recurring unwanted thoughts that are difficult to stop, and rituals of checking behavior or repetitive actions that are carried out in an attempt to relieve the thought.
ODD: Oppositional Defiant Disorder: Disorder of childhood whereby the children defy rules, are angry and often lose their tempers beyond what is typical or acceptable
OHI: Other Health Impaired: Having limited strength, vitality or alertness due to chronic or acute health problems (such as heart condition, tuberculosis, rheumatic fever, asthma, attention deficit disorder, epilepsy, diabetes and others) that adversely affects a child’s educational performance.
OT: Occupational Therapy: Concerned with fine or small muscle movement, such as the use of hands and fingers, to help a person learn or re-learn how to perform daily tasks such as eating and work that requires hand and eye coordination.
PBS: Positive Behavior Supports: A proactive, comprehensive, systemic, and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, to achieve social and learning success. 
PDD: Pervasive Developmental Disorder: Disorder of the brain that affects communication ability, relating to others and learning of all kinds. When a child displays fewer than 8 of the 16 symptoms relating to the diagnosis of autism, he or she may be diagnosed with PDD.
PDDNOS: Pervasive Developmental Disorder Not Otherwise Specified: Diagnosis where there is marked impairment of social interaction, communication, and/or stereotyped behavior patterns, but full features of autism or another explicitly defined PDD are not met.
PT: Physical Therapy: Activities for promoting self-sufficiency primarily related to gross motor skills such as walking, sitting and shifting position. Helps students with adaptive equipment such as wheelchairs, prone standers and braces.
RAD: Reactive Attachment Disorder: An inability to form normal relationships with others, especially the caretaker, which begins before age 5 and requires marked pathogenic neglect in the first three years of life.

RTI: Response to Intervention: High quality instruction and behavior interventions matched to student need, with frequent progress monitoring and formative evaluation. 

SAT: Elementary Student Assistance Team: The SAT is a cooperative, peer problem-solving group that assists students, families, and teachers in seeking positive solutions for concerns about individual students. Through the SAT, school staff, parents, community agencies, and others who can offer insight, work together to plan a positive course of action, assign
responsibilities, and monitor results to determine whether the student has
responded to intervention.

SEA: State Educational Agency

SED: Severely (or Seriously) Emotionally Disturbed:   
SIB: Self-Injurious Behavior: Any behavior that can cause tissue damage such as head-banging, hand-biting and excessive scratching or rubbing.
SLD: Specific Learning Disability: The official term used in federal legislation to refer to difficulty in certain areas of learning, rather than in all areas of learning.
SLP: Speech-Language Pathologist: The specialist who evaluates and provides treatment for speech, language and listening disorders.
SPED: Special Education: Specially designed instruction, at no cost to the parent, to meet the unique needs of a child with disabilities.
SPP: State Performance Plan: A six year plan which describes Connecticut’s performance on 20 indicators.  Indicators for Special Education are grouped around three priorities: free appropriate public education (FAPE) in the least restrictive environment (LRE, disproportionate identification of students of Special Education and effective general supervision. 

STEP: Support and Training for Educators and Parents: We are parents, family members, and educators of students with Special Education needs.  We are committed to providing a quality education for our children, in partnership with our school district.  We believe that this can be accomplished through cooperation and sharing of information and resources.
TBI: Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force that results in total or partial functional learning disability or psychosocial disability, or both, and adversely affects a child’s educational performance.

Parent Education Workshops

Parent Education Workshops
Throughout the school year, the Canterbury School System offers/posts dozens of workshops aimed at helping individuals better understand and address the needs of children, teens and young adults with a range of disabilities. Please click the link below for more information regarding these opportunities.  If you have any questions or require additional information please contact the Special Education office:   (860-546-1040)

Canterbury STEP

Books on Disabilities for Children
Aust, Patricia H.: Hyper Harry; New Concepts, Lake Park, GA; 2001. Ted is twelve. His brother Harry is eight and always in trouble. Ted’s journal helps the adolescent reader learn about ADHD and how this sibling plays a key role in getting help for Harry.

Bauer, Keith E., Ph.D.: Active Andy: An Elementary School Child’s Guide to Understanding ADHD; IMDW Publications, Wauwatosa, Wisconsin; 1993. Poor Andy! He tells us about somany problems at home and school. Thankfully he’s diagnosed with ADHD and gets help.

Caffrey, Andras Jaye: First Star I See; Verbal Images Press, Fairport, New York; 1997. A
suspenseful story about a fourth grade girl with ADHD Inattentive Type. She struggles to win a school writing contest. Boys as well as girls will enjoy this fast moving book.

Frank, Kim “Tip”, and Smith, Susan J.: Getting a Grip on ADD: A Kid’s Guide to
Understanding and Coping with Attention Disorders; Educational Media Corporation,
Minneapolis, MN; 1994. Appropriate for elementary and middle school students.

Galbraith, Judy, M.A., and Delisle, Jim, Ph.D.: The Gifted Kids’ Survival Guide: A Teen
Handbook; Free Spirit Publishing Inc., Minneapolis, MN; 1996. Text’s focus is not on attention deficit but contains basic information applicable to any gifted teenager.

Galvin, Matthew, M.D.: Otto Learns About His Medicine: A Story About Medication for
Hyperactive Children; Magination Press (Brunner/Mazel, Inc.), NY; 1988. Ages 4-8.

Gehret, Jeanne, M.A.: Eagle Eyes: A Child’s View of Attention Deficit Disorder; Verbal Images Press, NY; 1991. Ages 7-11. Clear presentation.

Gehert, Jeanne, M.A.: I’m Somebody Too!; Verbal Images Press, NY; 1992. For middle-grade to young adolescent siblings of children with ADHD.

Gehret, Jeanne, M. A.: Learning Disabilities and The Don’t-Give-Up-Kid; Verbal Images Press, NY; 1990. Children 5-9. Covers LD and ADHD; Well-written.

Gordon, Michael, Ph.D.: I Would If I Could; GSI Publications, NY; 1993. For adolescents. Appropriate for middle and high school students.

Gordon, Michael, Ph.D.: Jumpin’ Johnny Get Back To Work!; GSI Publications, New York; 1991. Children 7-11. ADHD message is clear.
Gordon, Michael, Ph.D.: My Brother’s A World-C/ass Pain: A Sibling’s Guide to ADHD; GSI Publications, NY; 1991.

Griffith, Joe: How Dyslexic Benny Became a Star: A Story of Hope for Dyslexic Children and Their Parents; Yorktown Press, Dallas, Texas; 1998. A fifth grade boy with dyslexia joins theschool football team.

Levine, Mel, M.D.: Keeping A Head In School: Educators Publishing Services, Inc., Cambridge, MA; 1990. Ages 10-16. This book contains upbeat, practical help for young people and an excellent explanation of brain function. Also helpful for parents and/or professionals.

Levine, Mel, M.D.: All Kinds of Minds; Educators Publishing Services, Inc., Cambridge, MA; 1992 Ages 6-12. Young children will find it easy to relate to story format. Adults, especially mainstream teachers, will appreciate the clear writing.

Nadeau, Kathleen G., Ph.D.: Help 4 ADD @ High School; Advantage Books, Silver Springs, MD; 1998. Also appropriate for middle school students.

Quinn, Patricia O., M.D.: Adolescents and ADD: Gaining the Advantage; Magination Press, New York; 1995. Covers all major ADHD issues using language and format that is accessible to teen readers.

Quinn, Patricia 0., M.D., and Stern, Judith, M. A.: Putting on the Brakes: A Young Person’s Guide to Understanding ADHD; Magination Press (Brunner/Mazel, Inc.), New York, NY;1991. Ages 8-12. One of the most informative, easy to understand books available forchildren.

Sternberg, Kate: Mama’s Morning; Advantage Books, Bethesda, MD; 1997. A picture book that describes a hectic morning in the life of a family of hamster children and their ADHD mother.

Zimmett, Debbie: Eddie Enough; Woodbine House, Bethesda, MD; 2001. Eddie’s continual disruptive behavior causes fellow third graders to call him “Eddie Enough.” A diagnosis of ADHD along with an appropriate treatment plan helps Eddie to change his nickname.

VIDEOS FOR CHILDREN
It’s Just Attention Disorder: A Video for Kids
Goldstein, Sam, Ph.D. and Goldstein, Michael, M.D.
(30 minutes)
Jumpin’ Johnny Get Back To Work!
Gordon, Michael, Ph.D.
(30 minutes)
*These videos are available through ADD Warehouse (800-233-9273). The Lavoie videos are
also available through CACLD (203-838-5010).

Helpful Links