Definitions - page 2 Impulsivity Acting or speaking too quickly (upon impulse) without first thinking of the consequences. Include/Inclusion In special education, the term means to provide services to the student in the regular classroom (instead of pulling the student out for services or segregating them in special classes).  In different areas, the term "inclusion" may take on additional meanings such as modifying the curriculum downwards so that a student would not be able to keep up with the school work of a "regular" class can be educated in the regular classroom. Individualized Educational Program (IEP) A written education plan for a school-aged child with disabilities developed by a team of professionals (teachers, therapists, etc.) and the child's parents. IEP's are based on a multidisciplinary evaluation of the child, describes how the child is presently doing, what the child's learning needs are, and what services the child will need. They are reviewed and updated yearly. IEP's are required under Public Law 94-142, the Individuals with Disabilities Education Act (IDEA). For children ages birth through 2 years, an IFSP is written. Kinesthetic Pertaining to sensations derived from muscles or movement. The kinesthetic system interprets the excursion and direction of joint movement. Learning Disability or Learning Disorder A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.  The term includes, but is not limited to conditions such as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.  The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps; mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantages. Least Restrictive Environment The usual or most typical environment possible for instruction, treatment, and/or living.  When applied to education, the least restrictive environment is the regular (mainstream) classroom.  For students who have disabilities, the student's IEP team will determine what is the least restrictive environment that will enable the student to function and benefit from their educational program.  One of the considerations in determining LRE is that the proposed setting or placement provides the student with contact with children without disabilities "to the maximum extent appropriate" (while meeting all the child's learning needs and physical requirements).  Consideration and requirement of LRE is an important component under I.D.E.A. Mainstream The usual educational placement of a child. To mainstream a child is to place him in a regular class or something approaching it, rather than in a self-contained special class. See also "mainstreaming". Manipulatives Toys that children use their hands to play with. Mental Disorder In DSM-III, a mental disorder is conceptualized as a clinically significant behavioral or psychologic syndrome or pattern that occurs in an individual and that typically is associated with either a painful symptom (distress) or impairment in one or more important areas of functioning (disability). There is also an inference of a behavioral, psychological or biological dysfunction, and of disturbance beyond the relationship between the individual and society. A disturbance limited to a conflict between an individual and society may represent social deviance, which may or may not be commendable, but it is not by itself a mental disorder. Mental Retardation An individual is considered to have mental retardation based on the following three criteria: intellectual functioning level (IQ) is below 70-75; significant limitations exist in two or more adaptive skill areas; and the condition is present from childhood (defined as age 18 or less). Minimal Brain Damage (or Dysfunction) A medical term used to indicate a delay or mild neurological disorder in the ability to perform sensory or motor functions appropriately.  Sometimes used as synonymous with "soft neurological signs," whereby the child has some mild coordination deficits but neurological testing such as EEG or scans do not show any clear evidence of brain damage.  Historically: the term used to describe children with Attention Deficit Hyperactivity Disorder. Modality The type of pathway by which information is received in the brain, processed, or by which learning and/or performance occur.   Some children have strong preferences for one modality over another, e.g., one child may do better with visually presented material while another child may be do better by aurally presented material. Motor Development/Skills The skills and performance of patterns related to the development and use of muscles or limbs. The development of motor skills are prerequisites to self help and play performance. National Institute of Mental Health (NIMH) A federal agency that sponsors research and demonstration activities to increase knowledge and improve services in the field of mental health. Part of the United States Department of Health and Human Services. Occupational Therapy A therapy, treatment, or instructional support provided by an occupational therapist to the child, family, and/or pertinent members of the child's environment. Occupational therapy helps develop adaptive or physical skills that will aid in daily living and improve interactions with a person's physical and social world. It focuses on developing functional skills related to sensory-motor integration; coordination of movement; fine motor skills; self-help skills (dressing, self-feeding, etc.); adaptive devices/equipment; computer keyboarding; positioning for school work; and potential work-related activities. Oppositional Disorder The covert display of underlying aggression by patterns of obstinate, but generally passive behavior. Children with this disorder often provoke adults or other children by the use of negativism, stubbornness, dawdling, procrastination, and other behaviors. Other Health Impaired Having limited strength, vitality or alertness because of chronic or acute health problems, such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle-cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or diabetes, which adversely affect a student's educational performance. Adhd students should be included in this category.